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*    fa    «    . 

-^i^iU£^«4U«i^*\^iiU£a 
f .  &  9t   m  «  w   <P   M 


a 


" 


SCHOOL  AMUSEMENTS; 


OE, 


iato  ta  malte 


EMBRACING   SIMPLE 

RULES  FOR  MILITARY  AND  GYMNASTIC  EXERCISES, 

AND  HINTS  UPON  THE 

GENERAL  MANAGEMENT  OF  THE  SCHOOL  ROOM. 

Wiify  (Sngrabittgs. 

BY 
N.  W.   TAYLOR   ROOT. 


NEW  YOKK: 

PUBLISHED  BY  A.  S.  BARNES  AND  COMPANY, 
51  ASD  53  JOHN  STREET. 

1851. 


Entered  according  to  Act  of  Congress,  in  the  year  eighteen  hundred  and  fifty-seven, 

By  A.  S.  BAKNES  &  CO., 

In  the  Clerk's  Office  of  the  District  Court  of  the  United  States,  for  the 
Southern  District  of  New  York. 


JONES     k     DENYSB, 

J5te«otgpcrs  anlj  lalectrotgpera, 
183  William-Street. 


PREFACE. 

THERE  are  many  teachers  who  think  their  business 
dull  work,  and  who  regret  the  necessity  which  com- 
pels them  to  continue  in  it.  They  undertook  it  only 
to  make  a  little  money,  and  they  leave  it,  as  soon  as 
they  can,  for  some  other,  and,  as  they  think,  more  honor- 
able, agreeable  and  lucrative  employment. 

There  are  other  teachers  who  live  somewhat  away 
from  the  influences  of  modern  improvements  in  the 
science,  and  who  remain  content  to  continue  in  the 
old-fashioned  track  of  dull  routine.  Some  of  them, 
however,  occasionally  complain  of  the  treadmill  char- 
acter of  their  daily  toil,  and  wish,  indefinitely,  for 
some  change. 

A  large  proportion  of  our  teachers  are  young 
and  inexperienced.  They  are  earnest  and  energetic  ; 
they  are  desirous  of  learning  how  to  accomplish  their 
duties  fully  and  pleasantly  ;  and  they  are  thankful  for 
any  instruction  in  means  and  methods. 

This  book  has  been  written  for  these  three  classes 
of  teachers,  and  may  prove  of  use  to  them.  It  is  hoped, 
also,  that  almost  every  teacher  may  find  something  of 
value  in  it. 


IV  PEEFACE. 

The  writer  has  assumed,  first,  that  teaching  is  a 
business  as  well  as  a  profession,  and  that  teachers  not 
only  ought  to  be,  but  can  be  pecuniarily  successful. 
That  which  is  called  "  business  talent"  among  merch- 
ants is  lamentably  buried,  generally,  among  teachers  ; 
for  although  in  some  parts  of  the  country  good  salaries 
are  paid  to  the  teachers  of  public  schools,  and  private 
schools  are  sometimes  successful  enterprises,  yet  it 
cannot  be  denied  that  a  large  majority  of  the  teachers 
of  the  land  are  poor,  and  remain  poor.  We  hear  very 
rarely  of  fortunes  made  at  teaching,  or  even  of  salaries 
paid  which  are  not  less  than  those  which  "  smart" 
clerks  receive  in  trade.  Business  maxims  and  shrewd- 
ness, and  enterprise,  are  not  carried  into  the  trade  of 
teaching,  and  until  they  are,  teaching  will  be  a  "  poor 
business." 

Teachers  must  learn  to  imitate,  in  some  respects,  the 
practices  of  "  business  men."  Among  them  "  capital" 
does  not  always  control  success,  but  advertising  and 
attractive  display,  and  "  bargains"  offered  and  "  induce- 
ments" held  out,  and  winning  courtesy  and  industry, 
energy,  and  a  little  Yankee  shrewdness — these,  when 
combined,  seldom  fail  to  gain  custom  and  profit. 

Investing  money,  even  some  of  his  hard-earned 
dollars,  in  organizing  a  company,  or  in  fitting  up  a 
gymnasium,  may  be  for  the  teacher  what  advertising 
has  been  for  many  a  successful  merchant.  Time  de- 
voted to  teaching,  as  a  business,  out  of  school,  during 


PREFACE.  V 

vacations,  constantly,  may  be  rewarded  with  a  success 
equal  to  that  of  our  "  devoted  business  men."  It  is 
very  well  to  say  that  if  a  school  or  a  business  is  worthy 
of  success,  it  will  have  it  in  due  time  without  "  puffing," 
if  you  can  afford,  or  are  willing  to  wait ;  but  if  you 
have  not  the  capital  of  reputation,  push  your  business, 
gain  a  deserved  popularity,  and  achieve  success. 

Far  be  it  from  the  writer  to  advise  deceit,  humbug, 
or  quackery  in  this  noble  profession  ;  these  are  as  un- 
necessary and  unwise  as  they  are  censurable.  It  is 
believed  that  the  various  plans  recommended  in  this 
volume  will  be  found  to  be  worthy  of  adoption  by 
honest  teachers,  and  that  they  offer  real  advantages  to 
teachers,  parents,  and  scholars.  They  certainly  are 
not  proposed  as  mere  "  tricks  of  the  trade." 

A  second  point  assumed  is,  that  teaching  may  be 
made  a  more  pleasant  occupation  than  it  usually  is. 
That  teacher  who  communicates  with  his  scholars  only 
from  his  desk,  as  "  the  master  ;"  who  never  unbends 
his  dignified  authority,  nor  relaxes  his  strict  discipline, 
but  maintains  ever  the  state  of  a  monarch,  and  sur- 
rounds himself  with  a  hedge  of  enforced  respect ;  who 
neither  knows  nor  cares  to  learn  of  any  means  by 
which  school-labor  may  be  made  cheerful  and  attract- 
ive, and  never  attempts  to  remove  the  natural  repug- 
nance which  children  have  for  abstract  mental  effort ; 
such  a  teacher  can  never  enjoy  teaching.  But  it  may 
be  made  a  "delightful  task."  Some  of  the  writer's 


VI  PREFACE. 

happiest  hours  have  been  spent  in  his  school-room,  01 
among  his  scholars  out  of  school ;  and  the  remem- 
brance of  the  many  acts  of  kindness  and  evidences  of 
affection  which  they  have  done  and  shown,  will 
brighten  the  whole  of  his  life.  Teaching  is  a  noble 
profession,  and  the  true  teacher  is  one  of  the  most 
useful,  and  may  be  one  of  the  happiest,  of  men. 

To  those  who  desire  to  teach  more  profitably  or 
more  pleasantly,  or  both,  the  following  pages  are 
offered,  with  the  belief  that  they  will  not  be  found 
without  some  worth.  The  book  is  not  a  compilation 
of  theories,  but  the  result  of  practical  experience.  It 
contains  no  plan  which  has  not  been  thoroughly  tried 
and  found  useful.  It  might,  undoubtedly,  be  a  better 
book,  and  criticisms  which  may  be  made  with  the  de- 
sign of  aiding  the  cause  which  the  writer  advocates, 
are  desired  rather  than  deprecated.  He  wishes,  how- 
ever, to  shield  himself  from  a  charge  which  may  be 
made,  that  he  advises  too  much  amusement.  It  may  be 
remembered  that  the  subject  written  upon  is  only 
"School  Amusements,"  and  that  these  exercises  are 
offered  as  suitable  to  be  joined  to  labor,  or  thrown 
around  it  as  a  disguise.  The  writer  would  have,  in- 
deed, gained  little  from  experience,  if  he  had  not 
learned  that  nothing  can  be  accomplished  without 
labor,  hard  labor ;  but  he  thinks  that  he  has  also  learn- 
ed that  some,  if  not  all  kinds  of  work  may  be  made  to 
seem  play. 


PREFACE.  vii 

In  conclusion,  this  addition  is  made  to  the  volumes 
of  "  The  Teacher's  Library,"  with  the  hope  that  it  may 
not  be  unworthy  of  at  least  the  last  place  there  ;  and 
to  hear  that  any  of  his  fellow-teachers  are  pleased  with, 
and  aided  by,  its  perusal,  will  be  a  rich  reward  to 

THE  AUTHOR. 


CONTENTS. 


EVERY  TEACHER  HIS  OWN  DRILL-MASTER. 

PAOB 


Introduction,     .            .            .            .            ,          %            . 

11 

To  the  Teacher,    .            .            .            .            .            . 

.      16 

Drill  First,        .            .            .            .            .        -  -'j  -    -  ;  -v 

19 

"    Second, 

.      23 

"    Third,       .            .        •    . 

29 

"    Fourth,          .            .            .           .          &x    i  ).-  -:- 

.      31 

"    Fifth,       .            .  -          .            .            .  •     ,'-'«  -I  •  V 

34 

"     Sixth,            .   -         .            .        -   ..^  O-JRU     •-•..'• 

.      36 

"     Seventh,  .            .            .  •         .            .            «^JT  *  V-. 

44 

"    Eighth,           .            .           .            .            .        -<->iL  ' 

.      46 

"    Ninth,       .            •,,.»,.       -       vrt«,r, 

51 

"    Tenth,           .    '       .       ?;  :;  '    '  ^  '*  >?• 

.      55 

"    Eleventh,             .            .            .            .  '          . 

58 

"    Twelfth,        .....       :I;'i.' 

.      61 

"    Thirteenth,          .            .            .            .            .        ..:.. 

64 

"    Fourteenth,              .    .        .     .      .           .           v;  •  .-i 

.      67 

"    Fifteenth,            ..          .           .          .w."'     •  .V-i': 

70 

"     Sixteenth,      .  -         .            .            .    .         .           ,s~/.a 

.      74 

"     Seventeenth,        .  •          .  .          .            .  .      .::;  '..-• 

77 

"    Eighteenth,   .            .            .            .           ,^  '  :',.v?r 

.      79 

"    Nineteenth,          .           .            .            .            .            --- 

82 

"    Twentieth,    .            .            .            .            .            ,'. 

:    84 

Uniform,  etc.,              .            .        S*"-.    :»^^.ev    '.«'*•  '   •'•» 

87 

GYMNASTICS. 

Introduction, 

.    95 

Pedestrianism, 

101 

Walking,      .   •         .            .           .            .        .*  #•'-•' 

.    104 

Running,             .            .  •          .            . 

105 

Skating, 

...    108 

Swimming,        .•          .•          .•          .-          . 

112 

Miscellaneous  Exercises,  ....        •   . 

.    120 

Archery,            .            .  •         . 

121 

[Iz] 

X  CONTENTS. 

MM 

Bowing,     ,             .       \  'i        V,  .  ',    .           .           .    123 

Cricket,             .''.-."       .  .           .           .         124 

Foot-ball,     .         .  ..       ;  .           *  .-           .            .124 

Gymnastics,  Cwith  apparatus)  .            .  .            .            .          125 

The  apparatus,  (with  plates)    .            .  .  ,         .            .    127 

Construction,          .            .            .  .        ''*•••.         128 

Exercises,           .            .           .           .  .*      *.            .     132 

Parallel  Bars,   .            //        ,.  .            ..     ,    ..  v      133 

Upright  Bars,          .           .          .  .  .          ,,'.,       .135 

Vaulting  Bars,  .           i  .         .  .            .     '     t,;.        136 

The  Swing,             ...            .  .            . ..  J"            139 

The  Rings,       .           .  .         ...  .           .         140 

Inclined  Board,      .            .  ,        .  .           .            .     141 

The  Ladder,     .            ..          ..  '  .           .'          .          141 

The  Jumping  Cord,          .    .        .  .            .    ,"       .142 

The  Pegs,         ......          142 

The  Horse,             .   ,        .'            .  .            .   :        .142 

SCHOOL  MANAGEMENT. 

The  School  Room,      .           ,  .         .  .  .           .  .'       .          149 

Order  and  Method,           >   .        .  .      "'"  .  „        .  '.-        .  .    153 

Administration,             .  ,     •    .  .        .  .  .  .         ..           .          154 

Principles,              ....           .  .            .           .    155 

Application  of  do.,        .           »  . "  .            .        •    ,          160 

Results,       ...           .   .        .  .       _ ,  ^ .  •       .     167 

Whispering,      .            .            .  .          .*  .,     .  •»  .       170 

Republicanism,       ...           .  .           .           .    174 

Lectures,          .           .  ].        .  '..        .  ,  .            «.-  ^        .          176 

"Facts,"    .            .            .........  .            .182 

Elections  and  Business  Meetings,      .  .           .           .          185 

Moot  Courts,        .            '.  ,                     .  .            .            .194 

Post  Office,      .           .           .           .        •'  ..          '*•          .          199 

The  News,           ,           ...          .'.         .  .,           .r  .       .    206 

Library,           .  .                     ....  .           .'           .          208 

Reading  Aloud,    .         ...    .        .    .        .   .  .            .            .    210 

Compositions,  .            .          '.  .       .  . .  .            .            .          213 

School  Periodical,             .            .  .         .  .         _.           .216 

Geographical  Game,     .           .           .  .,          .         _.»    :     217 

Arithmetical  Game,                                  :  :•.        ,.            •    221 

Dictation  Exercises,                          .  .           .           •         222 


EVERY    TEACHER 

HIS  OWN  DRILL-MASTER. 


INTRODUCTION. 

MILITARY  organizations  in  boys'  schools  have  become 
popular,  not  only  in  the  Eastern  States,  but  in  many 
other  parts  of  the  country,  and  this  in  spite  of  many 
objections  which  were  at  first  raised  against  them, 
both  by  parents  and  teachers.  It  has  been  proved  by 
experiment,  in  some  of  our  best,  our  modd  schools,  that 
the  objections  to  the 'system  are  by  no  means  well- 
founded,  and,  on  the  other  hand,  that  the  advantages 
arising  from  its  adoption  are  many  and  real. 

One  of  the  objections  to  such  organizations  has  been, 
that  they  would  tend  to  foster  a  warlike  and  bellige- 
rent spirit ;  would  lead  boys  to  become,  when  men, 

"  Full  of  strange  oaths, 

Jealous  in  honor,  sudden  and  quick  in  quarrel, 
Seeking  the  bubble  reputation, 
Even  in  the  cannon's  mouth." 

"  If,"  says  the  editor  of  the  Ohio  Journal  of  Educa- 
tion, in  the  May  issue  for  the  last  year,  "  if  this  ob- 

M 


Xll  INTRODUCTION. 

• 

jection  is  well-founded,  it  should  be  fatal  to  all  such 
enterprises.  We  certainly  ought  not  to  adopt  the 
Spartan  policy,  and  imbue  the  minds  of  our  sons  with 
a  taste  for  blood  and  carnage.  But  we  are  not  of 
those  who  have  faith  in  the  justice  of  this  objection. 
Properly  managed,  such  exercises  can  have  no  influence 
so  to  deprave  the  heart  and  vitiate  the  morals,  as  to 
fit  one  for  the  employment  of  fighting.  Even  partici- 
pation in  wars  does  not  generally  promote  a  desire 
for  war.  The  most  distinguished  warriors  are,  many 
times,  the  most  ardent  friends  of  peace.  Such  was 
Washington,  such  is  Scott." 

In  addition  to  this  theoretical  answer  to  the  objec- 
tion, it  may  be  urged  that  actual  experiment  has,  in  no 
instance  which  has  come  under  the  notice  of  many 
teachers  who  have  conferred  on  the  subject,  developed 
such  Spartan  tastes  as  have  been  feared  ;  on  the  con- 
trary, cases  may  be  cited  where  boys,  who  had  been 
longing  to  enter  the  Academy  at  West  Point,  have  ex- 
pressed themselves  contented  with  military  experience, 
as  acquired  at  school. 

Another  objection  has  been,  that  the  expense  of  such 
organizations  must  be  very  considerable,  too  great,  in- 
deed, for  many,  if  not  most,  parents  to  bear. 

In  reply  it  may  be  said  that, "  in  some  instances  this 
may  be  true,  where  costly  uniform  and  accoutrements 
are  prescribed.  But  this  need  never  be.  The  uni- 
form required  may  be  as  cheap  and  plain  as  any  other 


INTRODUCTION.  Xlll 

decent  apparel ;  and  as  for  arms,  they  can  generally  be 
provided  without  subjecting  the  indigent  to  expense, 
or  they  can  be  dispensed  with,  and  lances  used,  the  cost 
of  which  would  be  next  to  nothing." — Ohio  Journal  of 
Education. 

Boys  are  content  with  but  little  finery  in  the  way  of 
gold  lace  and  feathers  ;  at  least  this  has  been  the  ex- 
perience of  the  writer  and  other  teachers  of  his  ac- 
quaintance. 

In  the  concluding  chapter  of  this  section,  the  subject 
of  uniform  is  dwelt  upon  at  length,  and  it  is  shown 
that  the  objection  of  expense  amounts  to  nothing  at  all, 
if,  as  is  claimed,  there  are  any  real  advantages  to  be 
derived  from  the  system. 

The  advantages  claimed  are  these  : 

1.  Habits  of  promptness,  exactness,  and  unanimity  of 
action,  are  fostered,  and  very  generally  confirmed. 

2.  Subordination  is  taught  and  practised.     Implicit 
obedience  to  command,  without  "  grumbling"  or  ques- 
tioning, is  necessarily  a  distinguishing  characteristic 
of  military  discipline,  and  it  is  just  this  which  boys, 
now-a-days,  need  to  learn. 

3.  Erectness  of  carriage,  a  regard  for  a  neat  and 
dean  appearance,  and  gentlemanly  and  respectful  be- 
havior;  these  are  taught,  and  not  only  taught,  but  by 
enforcement  learned. 

4.  An  attraction  is  added  to  the  school.     This  is  an 
important  point.     It  is  to  collect  and  present  to  teach- 


XIV  INTRODUCTION. 

ers  tried  and  approved  attractions  to  the  school-house, 
which  is  the  object  of  this  book,  and  it  is  the  writer's 
opinion,  and  that  of  many  teachers,  as  the  result  of  ex- 
perience, that  hardly  any  other  more  real  and  worthy 
attraction  than  this  can  be  found. 

5.  Time  is  occupied  by  the  drilling,  parading,  plan- 
ning, and  talking,  consequent  on  the  adoption  of  a 
military  organization,  which  might,  and  probably 
would,  be  spent  in  amusements  more  or  less  vicious 
and  hurtful. 

If  amusements  are  not  provided  for  children,  they 
will  make  them  for  themselves,  and  all  know  that  the 
tendency  of  the  usual  amusements  and  conversation  of 
boys  is,  unfortunately,  towards  vulgarity  and  even 
wickedness.  But  boys  are  never  unwilling  to  submit 
to  the  direction  of  a  parent  or  teacher,  who,  in  a  friendly 
and  sympathizing  spirit,  proposes  such  amusements  as 
the  one  under  discussion,  or  as  those  indicated  in  the 
chapter  on  "  Gymnastics."  Indeed,  it  may  be  confidently 
relied  upon  that  not  a  single  boy  will  be  at  all  unwill- 
ing to  "  play  soger." 

The  success  attending  the  adoption  of  the  military 
plan  at  several  popular  schools  is  a  final  argument  in 
its  favor.  Among  these  may  be  mentioned  the  "  Col- 
legiate and  Commercial  Institute,"  conducted  by  Dr. 
Russell,  at  New  Haven,  Ct.,  and  "  The  Rectory  School," 
by  Rev.  Mr.  Everest,  at  Hampden,  Ct.  With  both  of 
these  the  writer  is  well  acquainted.  To  these  may  be 


INTRODUCTION.  XV 

added  the  large  and  celebrated  school  at  Sing-  Sing, 
N.  Y.,  the  public  schools  at  Zanesville  and  Toledo, 
Ohio,  and  many  others,  in  various  places  at  the  North 
and  East. 

The  writer,  who  has  been,  for  several  years,  a  suc- 
cessful teacher,  has  had  considerable  experience  in  the 
initiation  and  continuation  of  military  exercises  in  his 
own  school,  and  has  thought  that  his  brother  teachers 
might  be  pleased  to  examine,  and  perhaps  adopt,  the 
system  of  organization  and  drilling  which  follows. 

His  authorities  in  regard  to  "  first  principles"  are, 
mainly,  the  regular  army  instructions,  as  taught  in  his 
school  by  an  ex-captain  of  the  Mexican  war,  and  as 
contained  in  "  Scott's  Tactics." 

It  is  hoped  that  the  instructions  here  given  will  be 
sufficiently  plain  to  enable  every  teacher  to  become  his 
own  drill-master  ;  yet  it  is  advised  that  where  a  com- 
petent instructor  can  be  procured,  he  be  employed. 
In  many  cases  this  will  be  difficult  or  impossible,  and 
perhaps,  with  this  guide,  it  may  be  unnecessary. 

The  writer  would  add,  that  he  will  be  happy  at  all 
times  to  answer  letters  of  inquiry  from  teachers  on 
points  not  made  sufficiently  clear  in  the  following 
chapters.  Direct  to  him,  through  the  Publishers. 


TO   THE   TEACHER. 

I  MAY  be  excused  for  adopting,  hereafter,  a  familiar 
style,  one  in  which  I  may  talk  freely  to  my  reader. 
Let  me  address  you,  my  brother-teacher,  as  familiarly 
as  I  should  be  glad  to  do,  could  I  meet  you  personally, 
and  talk  over  with  you  my  plans  of  drilling  and  or- 
ganization. 

Much  depends  on  presenting  the  subject  properly  to 
your  boys.  It  will  not  do  to  force  the  matter  upon 
them,  nor  even  to  let  it  seem  too  much  your  own  plan. 
Start  the  ball  by  asking  them,  rather  carelessly,  how 
they  would  like  "to  get  up  a  company  ;"  say  that  you 
have  just  met  with  a  book  of  instructions  in  drilling, 
and  that  perhaps  you  can  teach  them  how  to  march 
and  "  shoulder  arms,"  just  like  real  soldiers.  Let  this 
leaven  work,  and,  in  a  few  days,  they  will  be  urging 
you  to  organize  and  drill  them. 

You  must  consult  your  own  judgment  as  to  whether 
you  should  or  should  not  talk  of  the  matter  with  the 
parents  of  your  scholars.  If  you  are  independent  of 
trustees,  or  similar  control,  and  are  confident  of  your 
standing  with  your  patrons,  you  may  well  go  on 


TO  THE  TEACHER.  17 

out  consulting  them.  They  will  become  convinced  in 
time  of  the  merits  of  the  plan.  I  speak  here  from 
experience. 

But  if  you  are  under  control,  you  will  do  well  to  let 
slip  the  plan  among  your  boys  before  consulting  with 
"  the  powers  that  be  ;"  for  you  will  then  be  sure  of  their 
influence,  besides  your  own,  in  favor  of  the  proposition. 

We  will  suppose  that  the  matter  is  decided  on,  and 
that  the  boys  have  talked  it  over  among  themselves, 
and  with  their  parents,  and  are  now  urging  you  to 
go  on. 

Call  a  meeting  after  school,  some  afternoon,  to  con- 
sider the  question,  "  Shall  we  have  a  company  ?"  At 
this  meeting,  after  talking  of  all  the  possibilities  in 
favor  of  the  plan,  remark  to  them  that  there  is  one 
difficulty  in  the  way,  one  that  you  are  really  afraid 
of,  but  one  that,  after  all,  depends  on  them  for  its 
removal.  Ready  and  entire  obedience  is  a  sine  qud  non 
in  soldiering.  (Let  m&  talk  to  your  boys,  myself.) 

"  If  the  captain  orders  his  men  to  march  to  the 
right,  and  some  of  them  prefer  to  go  to  the  left,  what 
becomes  of  the  company  ?  Or  if  he  commands, '  shoul- 
der arms,'  and  some  would  rather  '  Fire/  and  do  so, 
would  that  be  doing  right?  And  suppose  again  that 
I,  as  your  captain,  order  a  drill  for  some  afternoon, 
and  some  half-dozen  or  so  of  you  stay  away  ;  but  at 
that  drill  the  company  learns  a  n'ew  exercise,  and  at 
the  next  drill,  they  who  staid  away,  of  course,  do  not 


18  SCHOOL  AMUSEMENTS. 

know  this  exercise,  and  by  their  awkwardness,  'put 
out'  all  the  rest,  and  throw  the  company  into  con- 
fusion. 

"Now  how  can  we  avoid  such  troubles  as  these? 
This  is  the  way  I  propose :  Let  every  one  who  joins 
the  company  promise  to  obey  me  and  the  other  officers 
in  every  particular,  without  a  '  why'  or  a  '  wherefore,' 
an  '  if  or  a  '  but.7  If  you  will  promise  me  this,  I  will 
go  on  and  do  all  that  I  can  to  help  you  become  a  fine 
company  ;  and  when  we  are  well  enough  drilled,  we 
will  make  a  public  parade." 

It  will  be  well  for  you  to  draw  up  a  kind  of  pledge 
of  obedience  to  all  your  martial  orders,  and  require 
them  to  sign  it,  so  that  they  may  be  influenced  by  the 
consciousness  of  having  given  a  distinct  and  individual 
promise  to  obey. 

And  here  will  be  the  place  to  connect  the  company 
with  the  school,  by  declaring  that  bad  boys,  or  bad 
scholars,  shall  not  belong  to  the  company.  You  can 
do  this,  or  not,  as  you  think  best.  I  can  only  say  that 
I  have  not  found  such  a  course  necessary. 

After  having  secured  their  promise  to  obey,  you  can 
appoint  a  drill  for  some  future  time,  as  soon  as  may 
be,  requiring  only,  in  the  way  of  uniform,  that  they  all 
wear  jackets  and  caps.  If  they  ask  about  uniform, 
arms,  or  drums,  remark  that  they  must  leave  all  that 
to  you  for  awhile,  and  that  you  will  report  to  them  as 
soon  as  you  have  decided  on  anything. 


DRILLING.  19 

You  may  consult  the  chapter  on  "  Uniform,  &c. ;" 
and  be  in  no  hurry,  for  you  will  have  no  need  of  any 
of  these  things  for  several  weeks. 

In  preparation  for  your  first,  and  every  drill,  you 
must  have  thoroughly  studied  and  practised  every 
movement  which  you  are  to  teach.  Do  not  carry  the 
book  with  you  to  the  parade-ground.  When  on  the 
ground,  assume  a  martial  bearing.  It  will  be  well  for 
the  success  of  your  plan  that  your  dress  be  somewhat 
a  la  militaire ;  carry,  also,  a  light  cane,  as  an  officer 
would  carry  a  sword.  Consult  the  drill  on  "  sword 
exercise,"  and  employ  the  "  carry  arms,"  while  drilling. 
In  demeanor  be  energetic,  prompt -and  decided;  use 
no  waste  words,  and  err,  if  at  all,  on  the  side  of  sever- 
ity, rather  than  of  familiarity.  In  fine,  become  an 
example  of  a  soldier  to  them,  in  every  respect. 


DRILL  FIRST. 

The  drill  master  assumes,  himself,  "  the  position  of 
the  soldier,"  in  front  of  the  "  line"  he  wishes  to  form, 
and  says : 

"  Boys !  the  command  that  I  shall  give  you,  pretty 
soon,  will  be,  Squad  1  FALL  IN  !  I  will  explain  this  : — it 
means,  make  a  line,  side  by  side,  facing  me  ;  not  too  close 
to  each  other  :  without  crowding ;  as  you  come  up,  don't 


20  SCHOOL   AMUSEMENTS. 

crowd  in  at  the  centre  of  the  line,  but  seek  a  place  at 
the  left,  next  to  the  last  man  ;  above  all,  fall  in  with- 
out talking  or  laughing,  or  even  smiling."  The  drill 
master  repeats  these  instructions,  very  distinctly  and 
emphatically. 

Squad! — FALL  IN! 

"  Remember  the  instructions  I  gave  you.  No  talking  ! 
Let  your  arms  hang  naturally  at  your  sides,  the  middle 
finger  of  each  hand  just  touching  the  seam  of  your 
trowsers  ;  stand  only  so  near  your  neighbor  on  either 
side  that  your  elbows,  while  remaining  in  that  posi- 
tion, shall  touch,  but  not  press,  their  elbows.  If  you 
are  crowded,  move  a  little  toward  the  left ;  and  if  you 
feel  pressure  from  your  right-hand  man,  you  must  move 
toward  the  left."  The  drill  master  takes  care  that  the 
line  is  neither  crowded  nor  too  thin.  "  Now,  turn  your 
heads  (not  your  shoulders)  towards  the  right  of  the  line, 
and  look  along  the  line  to  see  if  you  are  not  too  far  for- 
ward or  behind  :  if  forward,  fall  back;  if  behind,  come 
forward.  Nothing  looks  worse  in  a  company  than 
crooked  lines  ;  we  must  pay  particular  attention  to  this. 

"  My  next  command  will  be,  Squad  ! — ATTENTION  ! 
You  are  not  to  move  until  you  hear  the  last  word, 
but  then  you  are  to  face  to  the  front ;  heads  stiff  on 
your  shoulders,  with  the  chin  drawn  in  ;  eyes  not  look- 
ing at  me,  but  on  the  ground,  about  twelve  paces  in 


DRILLING.  21 

front  of  you ;  arms  hanging  as  I  directed  before ;  chests 
thrown  forward,  not  the  stomachs."  The  drill  master 
illustrates,  personally,  the  difference  between  protrud- 
ing the  chest  and  the  abdomen,  giving  them  a  side 
view  of  each. 

"  Heels  together,  with  the  weight  of  the  body  resting 
on  both  feet ;  toes  turned  out  equally,  so  that  the  two 
feet  shall  make  one  exact  letter  V.  Try  this  now,  and 
be  ready  for  the  command, 

"  Squad  ! — ATTENTION  1" 

The  drill  master  takes  particular  pains  with  each 
one  to  see  that  he  now  obeys  the  directions,  in  every 
one  of  these  particulars.  He  gives  as  much  praise  and 
encouragement  as  possible. 

"  This,  boys,  is  '  the  position  of  the  soldier,'  as  it  is 
called.  It  is  the  position  which  you  are  always  to 
take  at  the  command,  '  attention/  and  one  which  you 
are  to  retain,  with  but  little  change,  while  'under 
arms.'  Try,  each  one,  to  think  over  every  particular  ; 
the  position  of  the  head,  eyes,  chest,  arms,  hands,  legs, 
and/ee£.  Let  your  heads  be  as  stiff  on  your  shoulders, 
as  if  you  had  swallowed  a  poker.  Let's  see  how  long 
you  can  retain  that  position.  Remember  that  I  have 
taught  you  two  commands :  '  Squad !  Fall  in !'  and 
'  Squad !  Attention !'  I  shall  dismiss  you  now,  for  a 
recess,  and  shall  call  you  together  again  in  a  few 


22  SCHOOL  AMUSEMENTS. 

minutes."     The  drill  master  reviews,  briefly,  the  ex- 
planations of  each  command,  and  then  says  : 

"  DISMISSED  !" 

During  the  recess,  the  drill  master  drills  the  awk- 
ward ones  individually,  advising  all  to  look  on.  He 
takes  "  the  position"  himself,  and  asks  them  to  observe 
the  positions  of  his  head,  eyes,  chest,  and  limbs.  After 
a  short  recess  he  commands, 

«  Squad  /—FALL  IN  !" 

The  drill  master  uses  but  few  explanations.  The 
only  trouble  here  will  be  found  in  their  crowding  into 
the  line.  If  this  is  serious,  the  drill  master  may  insist 
on  each  one  falling  in  on  the  left  of  the  line.  This  is 
the  rule,  always.  Be  sure  to  get  the  line  as  straight 
as  possible. 

"  Squad ! — ATTENTION  1" 

"  Let  each  one  of  you  remember  the  explanations. 
Take  '  the  position'  in  every  respect.  Think  of  your 
heads,  eyes,  chest,  arms,  hands,  legs,  and  feet.  Remain 
just  so,  while  I  talk  a  little  while. 

"Perhaps  you  think  this  rather  dull  work.  You 
hoped  to  have  guns  on  your  shoulders,  and  to  go 


DRILLING.  23 

marching  around  the  play-ground  at  this  very  first 
drill.  But  think  a  moment.  You  couldn't  walk  until 
you  had  learned  to  creep  ;  you  couldn't  read  until  you 
had  learned  to  spell.  Some  of  you  didn't  learn  to 
spell  well,  and  now  what  kind  of  readers  and  writers 
are  you  ?  "We  are  now  learning  the  alphabet  of  sol- 
diering, and  I  hope  you  are  content  to  go  slowly  and 
surely."  The  drill  master  makes  other  similar  remarks. 
If  there  has  been  talking  in  the  ranks,  he  makes  a  par- 
ticular law  against  it,  and  reminds  them  of  their 
promise  to  obey  him. 

With  one  more  dismissal,  and  calls  to  "  fall  in,"  and 
the  order  "attention," — and  this  third  time  without 
any  explanation, — he  closes  the  drill. 


DRILL  SECOND. 
"  Squad  I — FALL  IN  !        Squad  ! — ATTENTION  !" 

Let  there  be  a  careful  review  of  previous  drill. 
"  You  will  have  observed,  boys,  that  these  commands 
are  in  two  parts.  The  first  part  is  called  '  the  word 
of  caution/  the  second  'the  word  of  execution.'  I 
will  illustrate  this.  The  next  command  will  be,  Eyes 
— RIGHT  !  '  The  word  of  caution'  is, '  Eyes.'  You  are 
warned  by  that  word  that  something  is  to  be  done  with 
the  eyes.  You  are  to  do  nothing  until  you  hear  '  the 


24  SCHOOL  AMUSEMENTS. 

word  of  execution,'  which  is,  'Right.'  As  soon  as  you 
hear  that,  you  are  to  turn  your  heads  toward  the  right, 
so  far  that  the  left  eye  shall  be  on  a  line  with  the  but- 
tons of  your  jacket,  and  are  to  glance  along  the  line 
toward  the  right.  You  are  to  remain  in  this  position 
until  you  hear  the  command,  '  Front,'  when  you  are  to 
resume  the  first  position.  Now  we  will  try  it. 

"  Eyes — EIGHT." 

The  drill  master  corrects  such  errors  as  heads  turned 
too  much  or  poked  forward.  He  reminds  them  of 
the  poker,  which  never  allows  the  head  to  assume  any 
other  than  an  upright  position. 

"FBONT!" 
"Eyes — RIGHT!     FBONT!     Eyes — RIGHT!     FKONT!" 

Repeat  these  several  times.  If  they  are  not  well 
done,  the  drill  master  may  stand  at  the  right  of  the 
line,  and  remark,  "  Boys,  I  want  this  motion  done  by 
all  at  precisely  the  same  instant.  Let  the  heads  move 
just  as  if  there  were  a  long  wire  running  through  all 
the  noses,  and  I  should  ierk  it  this  way,  at  the  word 
'Right.' 

The  drill  master's  voice,  in  giving  a  command,  must 
be  very  decided  in  tone.  Utter  "  the  word  of  caution" 
rather  slowly.  Make  a  sufficient  pause,  but  not  too 


DRILLING.  25 

long,  between  the  words,  and  jerk  out  the  last  word 
and  bite  off  the  end  of  it,  a  few  tones  higher  than  that 
in  which  the  first  word  was  pronounced. 

"Eyes — left!"  is  performed  as  the  reverse  of  the 
previous  command.  The  drill  master  drills  them  for 
some  time  on  both,  never  forgetting  that  "Front!" 
must  follow  each  command. 

"  One  object,  boys,  of  these  exercises,  is  to  teach  you 
to  move  together.  The  beauty  of  all  military  inaneu- 
vres  consists  in  exact  harmony  and  oneness  of  the 
execution  of  the  commands.  And  the  only  way  by 
which  this  perfection  can  be  attained  is  this :  Each 
man  must  listen  attentively  to  every  order,  and  at  the 
very  instant  he  hears  the  last  word,  he  must  execute 
it  thoroughly.  I  say  thoroughly,  because,  if  one  turns 
his  head,  in  '  Eyes  right'  or  '  Eyes  left,'  as  he  ought, 
and  the  next  one  turns  only  his  eyes,  there  will  be  an 
imperfect  line. 

"  My  next  command  will  be  '  Right — Dress !'  At  the 
last  word,  you  will  do  just  as  you  did  in  '  Eyes — Right ;' 
and,  in  addition  to  that,  you  will  immediately  correct 
your,  position  in  line.  If  you  are  too  far  forward  of 
the  rest,  you  will  fall  back  quietly,  until  you  are  so 
placed  as  to  see  no  further  up  the  line  than  the  buttons 
on  the  coat  of  the  third  man  from  you :  if  you  are 
behind  the  line,  you  will  come  forward  and  find  the 
same  place.  Thus  you  will  make  the  line  straight. 
Of  course,  the  right-hand  man  stands  fast,  although  he 
2 


26  SCHOOL   AMUSEMENTS. 

turns  his  head  like  the  rest.  Besides  this,  if  you  find 
you  are  at  too  great  a  distance  from  your  right-hand 
man,  take  side  steps  toward  him,  until  your  elbow 
iust  touches  his.  Now  we  will  try  it. 


The  drill  master  stands  at  the  right  of  the  line,  and 
orders  particular  individuals  to  come  forward,  or  fall 
back,  as  may  be  necessary. 

"FKONT!" 

The  drill  master  may  observe  that  some  are  for- 
getting "  the  position,"  and,  in  rather  a  stern  voice,  he 
orders, 

"  ATTENTION  1" 

and  reminds  them  of  their  forgetfulness.  "  Left  dress" 
is  the  converse  of  "  Right  dress."  "  Front"  follows  each 
command.  The  drill  master  drills  them  in  both. 

"  Rest"  is  performed  by  bringing  the  hands  together, 
the  left  crossed  over  the  right  ;  arms  at  full  length  ; 
left  foot  brought  at  right  angles  with  the  line  ;  right 
foot  thrown  back,  the  hollow  three  inches  in  the  rear 
of  the  heel  of  the  left  foot,  and  parallel  with  the  line  ; 
weight  of  the  body  on  the  right  foot.  See  plate 
No.  1. 


DRILLING.  27 

The  command  "Attention"  brings  them  back  to 
"  the  position." 

"Break  ranks — March!"  is  performed  by  clapping 
the  hands  together  briskly  once,  and  leaving  ranks  for 
a  recess  or  dismissal. 

The  drill  master  will  practise  both  of  these,  taking 
care  to  have  them  well  done,  and  then  will  close  the 
drill,  after  a  recess,  with, 

"Squad! — FALL  IN!  REST!    ATTENTION! 

ATTENTION  !  Right — DRESS  !    FRONT  ! 

Eyes — RIGHT!    FRONT!     Left — DRESS!    FRONT! 
Eyes — LEFT!    FRONT!       REST!    ATTENTION! 
Break  ranks — MARCH  !" 

A  drill  should  rarely  extend  beyond  an  hour. 

REMARKS. 

If  reviews  are  necessary,  as  they  probably  will  be, 
the  third  drill  may  be  entirely  a  review. 
The  teacher  will  need  to  guard  against, 
•1st.  Talking  and  playing,  "sky-larking,"  as  it  is 
termed,  in  ranks.     This  must  be  checked,  and,  if  pos- 
sible, entirely  prevented  ;  because  the  whole  attention 
of  the  soldier  should  be  given  to  the  commands.     If, 
while  practising,  "  Eyes  Right,"  and  "  Eyes  Left,"  or 
"  Right  Dress,"  and  "  Left  Dress,"  a  boy  is  playing, 
and  fails  to  observe  "  the  word  of  caution,"  he  will  be 


28  SCHOOL   AMUSEMENTS. 

likely  to  make  a  mistake  ;  others,  thinking  that  he  is 
right  and  they  wrong,  will  follow  him  ;  the  neighbors 
will  laugh,  and  be  unprepared  for  the  next  order. 
This  is  only  an  illustration ;  the  principle  applies  to 
the  whole  course  of  drilling.  Explain  all  this  to  your 
boys,  and  obtain  their  conviction  to  the  necessity  of 
this,  your  strictest  law.  Bring  penalties  to  bear,  if 
necessary. 

2d.  Forgetfulness  concerning  "  the  position  of  a  sol- 
dier." It  may  be  safely  said,  that  if,  by  any  means, 
the  teacher  can  secure  attention  and  correctness  in  this 
particular,  he  may  be  sure  of  having  a  well-drilled 
company,  in  every  respect.  If  the  boys  can  be  induced 
to  pay  sufficient  attention  to  their  work  to  maintain 
"  the  position"  strictly  and  continually,  they  may  be 
relied  on  for  accuracy  in  all  other  particulars.  It  is 
the  A  B  C  of  discipline. 

3d.  A  desire  to  advance  tao  rapidly  in  learning  new 
movements.  "  Slow  and  sure"  must  be  the  motto  at  the 
commencement.  The  teacher  must  insist  on  accuracy 
on  the  part  of  all  and  each.  These  "  first  principles," 
as  they  are  called,  must  be  practised  over  and  over 
again.  At  every  drill,  a  review  of  the  previous  drills 
must  be  gone  through  with,  and  nothing  new  learned 
until  all  that  has  been  taught  before  is  perfectly  ac- 
quired. Yet  the  teacher  must  avoid  fatiguing  his 
troops.  He  must  give  all  the  variety  possible.  He 
must  also  avoid  harshness  and  severity.  He  should 


DRILLING.  29 

drill  an  "  awkward  squad"  by  itself,  making  it  some- 
thing of  a  disgrace  to  be  ranked  in  this  corps. 

Finally,  the  teacher  must,  above  all,  be  himself  all 
that  he  desires  his  soldiers  to  become. 


DRILL  THIRD. 

"  REST  !"  In  this  position,  hereafter,  give  all  expla- 
nations ;  none  while  under  the  command,  "  Attention." 

"  Right — FACE,"  is  performed  by  throwing  the  weight 
of  the  body  on  the  left  foot,  making  the  heel  of  that 
foot  the  pivot  on  which  the  body  turns,  the  right  foot 
being  raised  very  slightly  and  brought  around,  while 
turning,  to  the  V  position,  the  one  employed  always 
while  the  soldier  is  not  in  motion.  (See  plate  No.  1.) 

These  "facings"  are  rather  difficult.  The  drill 
master  needs  to  practise  them  himself  to  perfection, 
before  attempting  to  teach  them. 

"  In  turning,  be  careful  not  to  sway  the  body  nor 
bend  the  knees.  Do  not  move  with  a  jerk.  When 
faced  to  the  right,  the  man  in  front  of  you  is  called 
your  '  file-leader ';  look  him  right  in  the  back  of  the 
neck." 

The  drill  master  will  now  give  "  Right  face"  three 
times  in  succession,  when  the  line  will  be  again  facing 
him.  He  must  caution  them  to  keep  their  heads  up, 
and  to  pay  continual  attention  to  "  the  position." 


30  SCHOOL   AMUSEMENTS. 

Before  giving  "  Left  face," — which  is  done  in  the 
same  way  with  "  Right  face," — the  drill  master  will 
remark : 

"  Observe,  boys,  that '  the  word  of  caution'  tells  you 
in  which  direction  you  are  to  face.  As  soon  as  you 
hear  the  word  '  Right,'  or  '  Left/  think  towards  the 
right,  or  left,  of  the  line.  If  you  give  the  attention 
you  ought,  there  can  be  no  excuse  for  you  if  you  face 
the  wrong  way." 

In  these  facings,  the  drill  master  will  observe  that  if 
the  line  is  crowded,  there  is  trouble  in  turning,  on  ac- 
count of  collisions.  He  may  obviate  this  by  giving  a 
"  right  dress."  Definition  : — Heads  turned  so  that  the 
left  eye  is  on  a  line  with  the  buttons,  and  not  poked  for- 
ward ;  eyes  glanced  along  the  line  so  that  the  fourth 
man  is  invisible  ;  and  now,  particularly,  position  taken 
so  that  elbows  only  just  touch  neighboring  elbows. 
"  No  crowding  or  ill-feeling  if  a  right-hand  man  presses 
you  ;  yield  to  pressure  from  that  side,  if  a  '  right  dress' 
is  given  ;  the  reverse,  if  '  left  dress.' — '  Front,'  always 
follows  a  '  dress.' " 

The  execution  of  these  facings,  together  with  a 
thorough  review  of  previous  lessons,  ought  to  occupy 
the  time  of  this  drill.  But,  for  a  novelty,  the  drill 
master  may  prepare  for  "  sizing." 

Let  some  contrivance  be  prepared  by  which  the  stat- 
ure of  every  boy  may  be  determined.  Each  one  should 
be  furnished  with  a  card,  on  which  should  be  marked, 


DRILLING.  31 

distinctly,  his  feet  and  inches  of  height,  so  that  he  may 
remember  them.  The  card  has,  also,  other  future 
uses. 

DRILL   FOURTH. 

Before  falling  in,  let  each  one  have  his  card  pinned 
on  his  back,  just  below  the  collar.  After  the  line  is 
formed  (by  Squad — FALL  IN!  ATTENTION!  Eight — 
DRESS  !  FRONT  !)  give  command,  "  Right — FACE  !  Size 
— MARCH  !"  At  this,  each  boy  who  sees  a  lower  figure 
than  his  own  in  front  of  him,  takes  a  side  step  to  the 
right  and  advances  until  he  sees  a  higher  number,  when 
he  steps  again  into  file ;  and  each  boy  who  sees  a  higher 
number  endeavoring  to  come  in  front  of  him,  quietly 
falls  back. 

When  all  have  found  places,  require  them  to  notice 
who  their  file-leaders  are,  so  as  to  remember  them,  and 
thus  make  the  next  sizing  less  difficult.  Require  also 
a  distance  of  sixteen  inches  from  back  to  chest,  (which 
is  always  to  be  preserved  in  file,)  for  convenience  in 
coming  to  the  front.  The  order  to  secure  this  is,  "  Take 
your  fronting  distance."  They  may  easily  understand 
how  much  space  to  allow,  by  your  remarking  that  there 
should  be  just  room  enough  between  each  man,  in  file, 
for  another  man  to  slip  into,  with  a  close  fit.  At  the 
words,  "  Take  your  fronting  distance,"  they  who  are 
too  near  their  file-leaders  must  fall  back,  but  never 
crowd  back. 


32  SCHOOL  AMUSEMENTS. 

The  teacher  must  observe  that  in  dealing  with  boys, 
he  must  be  continually  on  the  watch  against  talking 
and  playing  in  ranks.  There  will,  probably,  be  some 
of  this  in  sizing,  some  disputing  about  places.  Every 
means  should  be  adopted  to  repress  this  entirely. 

The  squad  is  now  "  in  file,"  facing  towards  the  right. 
"  FRONT,"  brings  them  into  line.  If  the  line  is  crooked, 
give,  "  Right — dress." 

"  Mark  time — MARCH  1"  At  the  word  of  caution,  the 
weight  of  the  body  rests  on  the  right  foot ;  the  left  foot 
is  held  ready  to  take  a  step.  At  the  word  "  March," 
the  left  foot  is  thrown  forward,  as  if  to  advance,  and 
brought  back  to  place :  the  right  foot  follows  in  the 
same  way.  There  is  no  advancing,  and  care  must  be 
taken  to  bring  the  feet  back  into  their  tracks,  or  the 
line  will  be  broken.  While  "  marking  time,"  the  drill 
master  counts  "  one,  two, — one,  two, — one,  two,"  <fec.,  in 
slow  time,  a  little  less  than  seconds. 

The  command,  "  Squad — HALT  !"  stops  them.  The 
word  "  halt"  must  always  be  given  just  as  either  foot 
strikes  the  ground;  there  will  then  follow  one  more 
motion  of  the  other  foot,  which  all  will  bring  down 
together,  and  cease  marking  time. 

The  drill  master  must  repeat  the  explanations  of 
"  marking  time,"  and  "  halting,"  very  distinctly.  They 
must  learn  to  rest  the  body  on  the  right  foot  at  the 
first  word,  and  to  throw  out  the  left  foot  at  the  word 
"  march."  Insist  that  the  body  shall  not  be  allowed  to 


DRILLING.  33 

sway  about  while  marking  time ;  that  the  head  shall 
be  kept  erect ;  that  the  eyes  be  all  directed  to  the  front, 
striking  the  ground  twelve  paces  off ;  and  that  the  arms 
and  hands  be  held  correctly.  The  drill  master  must  be 
prepared  to  give  illustrations,  himself,  of  marking  time, 
and  halting ;  and,  to  stimulate  ambition,  he  may  com- 
mand a  "  Rest,"  select  half-a-dozen  or  more  of  his  best 
soldiers,  form  them  in  line,  facing  the  rest,  and  drill 
them  as  an  example. 

Schedule  of  orders  in  review,  to  close  this  drill : 

After  a  "  Break  Ranks — March !" 

"  Squad  ! — PALL  IN  !  Right — FACE  ! — FRONT  ! 

ATTENTION!  Left — FACE! — FRONT! 

Eight — FACE  !  REST  ! — ATTENTION  ! 

Size — MARCH  ! — FRONT  !  Left — DRESS  ! — FRONT  ! 

Eight — DRESS! — FRONT!  Mark  Time — MARCH! 

Eyes — RIGHT  ! — FRONT  !  Squad — HALT  ! 

Eyes — LEFT  ! — FRONT  !  Bight — FACE  ! — FRONT  ! 
Break  ranks — MARCH!" 

These  orders  (varied  at  pleasure,  and  given  promptly, 
so  that  they  are  kept  at  work  actively)  will  give  a 
good  review. 

Interest  will  be  added  to  the  affair  if  visitors  are 
present,  especially  military  visitors,  ladies,  sweethearts, 
and  parents. 

2* 


34  SCHOOL  AMUSEMENTS. 

DRILL  FIFTH. 

KEVIEW,   ESPECIALLY  "THE  FACINGS." 

"  About— FACE  !"  Consult  plate  No.  1.  At  the 
word  "  About,"  the  position  of  the  "  Rest"  is  assumed 
with  the  feet,  (eyes,  in  both  orders,  to  the  front ;)  at  the 
word  "  Face,"  turn,  on  the  left  heel,  completely  around, 
bringing  the  right  foot  to  the  side  of  the  left ;  the  .line 
will  then  be  faced  so  that  their  backs  are  toward  the 
drill  master.  To  "  make  the  motion  tell,"  so  that  the 
executions  of  the  order  may  be  simultaneous,  it  will  be 
well  to  require  a  stamp  of  the  right  foot  as  it  is  brought 
back,  at  the  word  "  About."  Do  not  go  on  to  order 
"Face,"  until  "About"  is  well  learned.  To  recover 
first  position,  when  "  About"  is  imperfectly  performed, 
give,  "  Bring  back  right  foot  at  two;  one — TWO  !" 

Require  avoidance  of  jostling  each  other  in  turning ; 
let  them  move  as  easily  as  possible.  Drill  some  of  the 
best,  as  examples,  in  front  of  the  line.  Illustrate  fre- 
quently yourself.  This  "  about  face"  is  a  difficult  mo- 
tion. Be  patient ;  spend  much  time  on  it,  at  this  and 
subsequent  drills.  Critics  will  watch  this  motion  on 
parade. 

Continue  with,  "Mark  time — MAECH!  Squad — 
EALT  !  Bight — FACE  !"  You  may  now  try  marking 
time  "  in  file."  Require  all  to  lift  and  throw  forward 


DRILLING.  35 


the  left  foot  first,  and  at  the  same  instant.    There 

be  no  kicking  of  heels  if  all  move  together.     If  there 

are  collisions,  repress  hard  feelings,  kindly. 

Practise  marking  time  in  file  a  long  time,  promising 
them  that  as  soon  as  they  do  this  well,  they  shall  march. 
While  marking  time,  give,  "Forward  —  MARCH  1"  taking- 
care  to  pronounce  the  word  "  march"  as  the  right  feet 
strike  the  ground.  Marching,  either  from  marking 
time  or  from  a  halt,  must  be  by  "  the  left  foot  first" 
Let  them  march  only  a  few  paces  at  a  time.  "  Squad  — 
halt,"  stops  them.  Require  that  they  keep  their 
"  fronting  distance"  while  marching  in  file.  If  any 
one  finds  himself  getting  behind,  he  must  take  longer 
steps.  "Lengthen  the  pace,  but  never  lose  the  time" 
While  marching  by  file,  if  you  wish  to  turn  to  the  right 
or  left,  command  "File  —  RIGHT!"  or  "File  —  LEFT!" 
This  order  is  obeyed  by  the  file-leader,  the  one  who 
stands  on  the  extreme  right,  "  in  line."  (If,  however, 
the  company  is  marching  "  by  the  left  flank,  file  right 
or  left,"  the  left-hand  man  is  file  leader.)  He  turns 
promptly  to  the  right  or  left,  and  the  rest  follow  him. 
To  prevent  their  making  "rounded  corners,"  stand 
yourself  at  the  angle,  and  require  them  to  march  fully 
up  to  the  corner,  before  turning.  Take  care  to  secure 
"  square  corners." 

The  pace  which  is  taken  while  turning  is  necessarily 
a  short  one,  and  as  they  who  have  passed  the  corner 
are  advancing  at  the  usual  pace,  ground  will  be  lost 


36  SCHOOL  AMUSEMENTS. 

by  the  one  turning,  unless  he  remembers  to  lengthen 
the  pace  tiuo  steps  after  passing  the  angle.  This  is  an 
important  point.  It  will  be  difficult  for  them,  if  fre- 
quent turns  are  made,  to  keep  fronting  distance.  To 
demonstrate  this,  give,  suddenly,  while  they  are  march- 
ing in  file,  "  Squad — HALT  !"  (Remember  where  and 
when  to  utter  that  word  "  halt.")  You  will  find  them 
straggling  along  at  unequal  distances.  Call  them  to 
a  "  front,"  and  give  a  "right  dress !"  Tell  them  that 
they  must  remember  to  preserve,  while  marching,  the 
exact  "  fronting  distance." 

They  must  always  look  their  file-leaders  in  the  back 
of  the  neck. 

They  must  carry  their  arms  without  swinging,  and 
yet  not  as  if  pinioned  to  their  sides. 

They  must  remember  the  poker. 

Close  this  drill,  after  a  recess,  with 

"Squad — FALL  IN!  Right — FACE! 

ATTENTION  !  Size — MAECH  ! — FRONT  ! 

Eight — DRESS  ! — FRONT  !     Break  ranks — MARCH  !" 

DRILL   SIXTH. 

After  the  line  is  formed  and  sized  in  the  usual  man- 
ner, command,  "  Tell  off  in  odd  and  even  numbers,  com- 
mencing on  the  right, — tell  OFF  !"  Right-hand  man 
counts  "  one,"  at  the  same  time  jerking  his  head  towards 


DRILLING.  37 

the  left,  as  in  the  order,  "  Eyes  left ;"  his  head  resumes 
position  to  the  front  as  soon  as  the  word  is  uttered. 
Next  man  counts  "two,"  third  man,  "one,"  fourth, 
"  two,"  and  so  on ;  all  turning  the  head.  It  is  desir- 
able that  all  observe  a  certain  tone  in  counting,  as 
nearly  similar  as  is  possible  with  boys'  voices.  The 
rhythm  of  this  counting  should  be  in  half  seconds. 

If  any  one  fails  to  turn  his  head,  or  counts  wrong, 
order  "  Stop  counting  1"  and  begin  again.  Go  back  a 
dozen  times,  if  necessary,  but  never  allow  an  error. 
Tell  each  man  to  remember  his  number ;  and  then 
give,  "  odd  numbers  standfast,  even  numbers  an  oblique 
step  to  the  right  and  rear — MARCH  !"  Each  of  the  even 
numbers  (the  "  two's,")  will  take  a  backward  step  with 
his  right  foot  in  such  a  way  (obliquely)  as  to  bring 
him  directly  in  the  rear  of  the  one  who  was  his  right- 
hand  man  ;  he  is  to  make  but  one  step  of  it ;  the  right 
foot  must  be  thrown  backwards  and  sideways  at  the 
same  time,  the  left  foot  following,  and  making  at  once 
the  usual  V  with  the  right.  The  squad  will  then  be 
in  double  file,  (in  two  rows,)  the  "  two's"  all  directly  be- 
hind the  "  one's,"  and  they  should  stand  at  rather  more 
than  the  usual  "  fronting  distance"  in  the  rear  of  the 
"  one's." 

If  the  motion  is  not  well  done,  give,  "  Into  line — 
MARCH  !"  The  two's  (the  rear  rank)  start  with  the  left 
foot  and,  at  one  step,  resume  their  places  in  line.  Try 
this  again  and  repeatedly,  until  they  can  do  it  well. 


38  SCHOOL  AMUSEMENTS. 

Since,  at  the  next  drill,  on  account  of  absences,  some 
of  the  "  one's"  may  be  "  two's,"  change  your  command 
to,  "Even  numbers  stand  fast,  odd  numbers  an  oblique 
step  to  the  right  and  rear — march  /" 

When  all  have  well  learned  this,  give,  "Hanks,  right 
and  left, — FACE  !"  At  this  order,  HIQ front  rank  faces 
to  the  right,  the  rear  rank  to  the  left.  Be  particular 
here :  caution  them  against  being  confused.  If  they 
blunder  at  this,  "  Front !"  will  bring  them  back  for 
another  trial. 

Now  order,  "Form  company — MAKCH  !"  The  right- 
hand  man  of  the  front  rank  will  come  to  the  front,  the 
remainder  of  this  rank  will  march  up  to  him  and  come 
to  the  front  on  his  line,  and  the  rear  rank  will  file 
right,  and  right  again,  and  march  on,  following  the 
example  of  the  front  rank. 

Perhaps  you  will  be  obliged  to  take  one  rank  at  a 
time.  There  will  be  no  difficulty  with  the  front  rank, 
for  their  duty  is  simple  :  they  will  close  up  in  file  and 
come  to  the  front  as  each  man  reaches  his  place.  Let 
the  drill  master  then  go  to  the  rear  rank  and  order  "File 
right — MAKCH  !  File  right  again  /"  Bring  the  head 
of  the  column  nearly  up  to  the  left  of  the  front  rank, 
and  order,  "Eear  rank — HALT  !"  Time  the  order  so 
that  they  shall  halt  at  the  right  place,  close  to  the  left 
of  the  front  rank.  Then  give,  "FRONT!  Squad- 
Eight — DRESS!  FRONT!"  and  the  thing  is  done. 
When  they  have  once  done  this  they  will  not  forget  it. 


DRILLING.  39 

You  now  have  the  taller  boys  at  the  extremes,  arid 
the  shorter  ones  at  the  centre  of  the  line. 

Command,  "  Tdl  off  in  whole,  numbers,  commencing 
on  the  right — TELL  OFF  !"  The  counting  now  is  "  one, 
two,  three,  four,"  and  so  on,  to  the  left.  The  head  is 
turned  as  in  the  previous  counting,  and  the  rhythm 
and  tone  attended  to.  Make  them  perfect  in  this  also. 

We  will  suppose  that  you  have  twenty-four  boys,  all 
told.  You  can  divide  them  now  into  four  sections, 
of  six  each.  Command,  "  Tell  off  in  sections  of  six, 
commencing  on  the  right — TELL  OFF  !"  The  count  is 
now,  "  one,  two,  three,  four,  five,  six, — one,  two,  three, 
four,  five,  six, — one,  two,  three,  four,  five,  six, — one, 
tw.o,  three,  four,  five,  six."  Each  number  "one"  is 
"  the  right"  of  his  section,  each  "  six"  is  "  the  left." 

Go  to  each  "  one"  and  each  "  six"  and  say,  "  You 
are  the  right  (or  left)  of  the  2d  (or  other)  section : 
you  must  not  get  into  any  other." 

Command,  "  First  section  stand  fast ;  second,  third, 
and  fourth  sections,  left — FACE!  Prove  distance, — 
MARCH  I"  At  this  order,  the  second  section  marches 
forward  toward  the  left  two  paces,  the  third  section 
four  paces,  and  the  fourth  section  six  paces.  They 
halt  there,  and  the  order  then  is,  to  them,  "  Front !" 
Now  your  sections  are  in  line,  as  before,  but  there  is  a 
space  of  two  paces  between  the  left  and  right  of  each 
section.  These  spaces  are  for  officers,  when  they  shall 
have  been  appointed. 


40  SCHOOL  AMUSEMENTS. 

By  this  arrangement  your  taller  boys  constitute  the 
first  and  fourth  sections,  and  the  shorter  ones  are  all 
in  the  second  and  third ;  that  is,  they  are  at  the  centre 
of  the  company. 

You  will  have  occupied  the  whole  hour,  and  per- 
haps more,  by  these  maneuvres.  Close  by  "REST!" 
during  which  you  call  a  company  meeting,  for  the  next 
afternoon,  for  election  of  officers  ;  they  have  sections 
and  need  sergeants. 

"  ATTENTION  !        Break  ranks — MARCH  1" 

Note. — In  these  instructions  for  dividing  your  com- 
pany into  sections,  I  supposed,  for  the  sake  of  simplic- 
ity, that  there  were  twenty-four  in  line.  There  may 
not  often  be  less,  but  there  may  frequently  be  more. 
For  instance,  there  may  be  twenty-eight,  thirty-two, 
thirty-six,  or  any  number  divisible  by  four.  In  such  a 
case,  take  one-fourth  of  the  whole  number, — say  thirty- 
two, — and  command  them  to  tell  off  in  sections  of  (say) 
eight.  But  suppose  that  there  is  a  number  not  divisible 
by  four,  in  line, — as  twenty-five, — there  must  then  be  an 
odd  number  in  one  of  the  sections.  Command  then, 
"  Tell  off  in  sections  of  (say)  six,  commencing  at  the  sec- 
ond fie — TELL  OFF!  "The  second  file,"  means  the 
second  man  from  the  right.  You  now  have  seven  in 
the  first  section,  and  six  in  each  of  the  others. 

Suppose  you  had  twenty-six.  The  same  order  will 
apply  to  this  case  also,  as  you  will  find  on  trial ;  you 


DRILLING.  41 

will  have  seven  in  the  first  and  fourth  sections,  and  six 
in  each  of  the  others. 

It  may  happen  that  the  taller  boys  are  more  numer- 
ous than  the  short  ones,  in  which  case  it  will  be  well 
to  add  to  the  numbers  of  the  second  and  third  sections, 
rather  than  to  those  of  the  first  and  fourth. 


REMARKS. 

I  will  suppose  that  your  company  consists  of  at  least 
thirty-one  members.  You  will  need  three  "commis- 
sioned officers,"  four  sergeants,  and  four  corporals.  I 
will  speak  of  these  officers  in  order  of  rank  : 

1.  CAPTAIN, — who  should  be  one  of  the  oldest  boys ; 
one  who  has  been  conspicuous,  in  drill,  for  attention 
and  a  certain  quickness  in  apprehending  and  executing 
commands,  and  one  who  is  a  favorite  among  his  fellows. 
To  him  you  will  resign  the  command,  in  time. 

2.  IST  LIEUTENANT, — who  must  possess,  as  nearly  as 
possible,  the  requisites  desirable  in  a  captain.     He  is 
vice-captain,  and  may  succeed  him.     He  has  command 
of  the  "  first  platoon,"  and  his  commands  take  prece- 
dence of  those  of  the  sergeants. 

3.  2D  LIEUTENANT, — who  must  also  resemble  the 
captain.     He  has  command  of  the  "  second  platoon," 
and  his  orders,  also,  are  to  be  received  as  from  the 
third  in  authority.     The  soldier's  rule  is,  "  Obey  the 
highest  authority  you  have  given  you." 


42  SCHOOL  AMUSEMENTS. 

If  you  find  three  boys  who  are  pretty  nearly  alike  in 
capacity  and  popularity,  you  will  do  well  to  allow  the 
company  to  elect,  from  them,  their  three  highest  offi- 
cers. 

4.  IST,  or  ORDERLY  SERGEANT, — who  must,  like  all 
other  officers,  have  capacity  and  popularity.    He  com- 
mands the  "  first  section,"  and  should  be  chosen  from 
that  section.     He  is  also  the  secretary  of  the  company, 
keeps  and  calls  "the  roll,"  musters  and  forms  the 
company,  (as  shown  hereafter,)  and  is,  in  some  respects, 
a  most  important  officer. 

5.  2o  SERGEANT, — who  has  command  only  of  "  sec- 
ond section,"  which  is  one  of  the  two  short  ones.   He 
should  be  chosen  from  his  section. 

6.  3o  SERGEANT, — is  to  be  chosen  as  the  2d  sergeant, 
and  commands  only  his  section. 

7.  4TH  SERGEANT, — should  be  chosen  from  the  "  fourth 
section,"  which  he  commands. 

8.  IST  CORPORAL  ;  9.  2o  CORPORAL  ;  10.  3D  CORPO- 
RAL;  11.  4TH  CORPORAL. — These  corporals  have  no 
commands.     They  are  merely  "guides  of  company," 
stationed  at  the  left  of  their  respective  sections.     They 
carry  guns,  (the  other  officers  all  carry  swords,)  and 
drill  as  privates.     They  should  be  chosen  for  eminent 
soldierly  behavior,  steadiness,  and  attention. 

You  will  be  prepared  now  to  appoint  and  elect  your 
officers.  At  the  next  drill  I  will  show  their  positions, 
and  more  particular  duties. 


DRILLING.  43 

These  are  all  the  officers  necessary,  even  if  your 
company  numbers  forty  or  fifty.  But  if  you  have  less 
than  thirty-one,  you  may  appoint  one  captain,  four 
lieutenants,  each  commanding  a  section,  and  four  cor- 
porals. Eather  than  do  this,  I  would  advise  you  to 
endeavor  to  fill  up  your  corps  with  boys  not  belonging 
to  your  school.  However,  sections  of  five,  including 
corporals,  will  "  do"  and  if  you  have  only  twenty-seven 
in  all,  you  can  have  the  seven  officers  first  mentioned. 

At  this  meeting,  called  to  elect  officers,  you  should 
complete  a  regular  company  organization.  Your 
constitution  and  by-laws  may  be  at  present  brief 
and  unfinished ;  circumstances  will  teach  you  what  laws 
are  necessary,  such  as  fines  or  other  penalties  for  ab- 
sence from  drill,  disobedience  of  orders,  talking  in 
ranks,  <fec.,  &c. ;  but  your  boys  should  go  through  the 
formality  of  signing  some  kind  of  instrument,  which 
shall  bind  them  to  good  conduct. 

The  "  orderly"  must  prepare  a  roll  of  names,  (not 
including  commissioned  officers,)  in  alphabetical  order, 
with  spaces  to  mark  absences,  &c. 

A,  company  name  must  be  chosen.  After  suggesting 

a  few  appropriate  names,  (" Cadets,"  is  a  good 

one,)  you  might  allow  balloting. 


44  SCHOOL  AMUSEMENTS. 

DRILL  SEVENTH. 

At  this  drill,  and  hereafter,  "  the  orderly"  forms  the 
company,  as  has  been  shown  in  the  two  previous  drills. 
You  will  need  to  instruct  him  thoroughly  in  his  duties 
before  going  on  the  ground,  and  should  prompt  him 
while  he  is  giving  his  orders.  His  orders  and  move- 
ments are  as  follows : 

He  is  to  stand  at  "  la"  (see  plate  No.  2,)  and  to  com- 
mand, "  Cadets — FALL  IN  I"  (At  this  word  the  captain 
and  lieutenants  take  the  places  assigned  to  them  in  the 
plate-:  the  2d,  3d  and  4th  sergeants,  and  the  four 
corporals,  form  in  line,  in  the  rear.  The  2d  sergeant 
has  command  of  this  temporary  line,  and  may  order 
"  Right  dress,"  &c.,  if  necessary.)  "  ATTENTION  1"  He 
now  calls  "the  roll,"  and  marks  absences — each  one 
responding,  "  Present,"  on  hearing  his  name.  "  Bight — 
DRESS!  FRONT!  Bight — FACE!"  (If  any  of  these 
motions  are  not  well  done,  he  must  repeat  them.) 
"  Size — MARCH  !"  (He  cautions,  "  Get  your  fronting 
distance!"}  "FRONT!  Bight — DRESS!"  (A  line  not 
straight,  perfectly  straight,  ought  to  be  an  eye-sore  to 
any  officer.)  "  FRONT  !  Tell  off  in  odd  and  even  num- 
bers (always  commencing  on  the  right,  in  counting) — 
TELL  OFF  !  Form  ranks — MARCH  !"  (This  order  must 
hereafter  take  the  place  of  the  long  one  before  used, 
viz. :  "  Odd  numbers  stand  fast ;  even  numbers,  an 


DRILLING.  45 

oblique  step  to  the  right  and  rear — march !"  Let  this 
forming  ranks  be  well  done.)  "  Hanks,  right  and  left 
— FACE!  Form  company — MARCH!  Sight — DRESS! 
FRONT  !  Tell  off  in  whole  numbers — TELL  OFF  !"  (We 
will  suppose  there  are  twenty-four :  if  there  is  an 
uneven  number,  consult  note  at  the  end  of  this  drill.) 
"  Tell  off  in  sections  of  six — TELL  OFF  !  First  section, 
stand  fast ;  second,  third,  and  fourth  sections — LEFT 
FACE  !  Prove  distance — MARCH  !  (See  previous  drill.) 
FRONT  !  Sections,  Sight — DRESS  !  FRONT  !  Non-com- 
missioned officers — (here  the  2d  sergeant  commands, 
to  his  rear  rank,  "  Sight — FACE  !")  to  your  posts — 
MARCH!"  (The  2d  sergeant,  followed  by  the  other 
sergeants  and  corporals,  marches  up  the  rear  of  the 
line,  [see  dotted  line  in  the  plate,]  turns  square  cor- 
ners, marches  down  the  line,  and,  as  each  officer  comes 
opposite  his  place,  he  steps  in,  with  a  "  right  face,"  and 
halts  in  line.  Each  sergeant  takes  the  right,  and  each 
corporal  the  left,  of  his  section.)  The  orderly  now  com- 
mands, "  Sergeants,  three  paces  to  the  front — MARCH  !" 
(These  start  with  left  foot,  and  keep  time.)  When  they 
have  done  this,  the  orderly,  following  the  dotted  line 
in  the  plate,  marches  to  "  lb,"  faces  the  company,  and 
orders,  "  Company — SALUTE  !"  As  soon  as  this  is  done, 
the  orderly  makes  an  "  about  face,"  marches  a  pace  or 
two  towards  the  captain,  at  "  lc,"  salutes  him,  (the 
captain  returns  it,)  and  then  marches,  by  the  dotted 
line,  to  his  post,  "  ld,"  makes  an  "  about  face,"  and 


46  SCHOOL  AMUSEMENTS. 

comes  into  line  with  the  other  sergeants.  He  has  now 
finished  his  duties,  and  the  captain  (or  yourself)  takes 
command,  by  saying,  "  Officers,  to  your  posts — MARCH  1" 
The  sergeants  come,  simultaneously,  to  an  "about 
face,"  march  directly  into  line,  facing  the  rear,  make 
another  "  about  face,"  and  are  at  their  posts.  At  the 
same  time  the  lieutenants  march  to  their  posts,  which 
are  pointed  out  in  the  plate. 

Note. — According  to  rule,  the  position  of  the  2d 
lieutenant  is  at  the  extreme  left  of  the  company  ;  the 
place  designated  on  the  plate  seems,  on  some  accounts, 
to  be  the  more  convenient  one. 

It  should  be  explained  here,  that  if  the  company 
have  arms,  the  order,  instead  of  being  "  Company — Sa- 
lute," should  be  "  Company — present  ARMS  I"  and  they 
should  remain  "  at  a  present,"  until  the  captain  takes 
command  and  orders,  "  Company — shoulder  ARMS  !" 
Then  follows,  "  Officers,  to  your  posts — MARCH  !" 

This  drill  may  well  be  wholly  occupied  in  practising 
this  "forming  company."  It  is,  when  well  done,  a 
very  pretty  movement. 


DRILL  EIGHTH. 

The  orderly  forms  company.     During  a  part  of  this 
drill,  the  sergeants  and  corporals  are  to  drill  as 


DRILLING.  47 

privates,  but  at  their  posts.  The  commissioned  officers 
are  to  be  observing  your  commands. 

The  "  Rest  at  ease"  consists  in  only  this  :  the  left 
foot  must  remain  in  line,  while  all  the  rest  of  the 
body  takes  recess.  Talking  is  allowed,  in  a  low  tone  ; 

f 

but  no  one  may  touch  his  neighbor,  (except  when  ac- 
coutrements are  in  use,  and  it  is  necessary  to  have 
them  adjusted.) 

Give  the  whole  company,  "RESTl  ATTENTION! 
Rest — AT  EASE  !" 

Now  drill  the  1st  Section  by  itself,  as  follows : 
"  1st  Section,  —  ATTENTION!  Mark  time — MARCH! 
HALT  I"  (The  command  "  Guide  right,"  means  that 
each  man  shall  feel  the  elbow  of  his  right-hand  man, 
without  crowding  him,  and,  while  marching,  shall  take 
care  not  to  leave  his  side.  "  Guide  left"  is  the  con- 
verse of  this.  If  these  commands  are  obeyed,  the  line 
need  not  be  broken.)  "Mark  time — MARCH!  For- 
ward— three  paces — guide  right — MARCH  !"  (The  word 
"  march"  must  be  given  just  as  the  right  foot  touches 
the  ground.  They  can  then  start  off  with  the  left. 
Take  care  that  they  march  only  three  paces.  They 
must  count,  mentally, "  one,  two,  three,"  and  halt.  Give 
the  same  commands  again.)  "  1st  Section,  about — FACE  ! 
Mark  time — MARCH  !  Forward — MARCH  !"  (Now,  to 
halt  them  in  line,  facing  the  rear,  give  the  word,  "  Halt" 
on  the  step  before  the  one  which  would  bring  them  in. 


48  SCHOOL  AMUSEMENTS. 

Give  them  an  "  about  face,"  when  they  will  be  in  line.) 
"  Bight — DRESS  !  FRONT  !  Best — AT  EASE  !" 

Drill  the  other  sections  in  the  same  exercises.  Try 
to  excite  rivalry  between  the  sections. 

Return  to  the  1st  Section.  "  1st  Section — right  into  line 
— MARCH  1" — See  plate  No.  3.  The  idea  of  the  move- 
ment is  that  the  whole  section,  which  now  faces  front, 
in  line,  shall  face  right,  in  line.  At  the  words,  "  Right 
into  line,"  the  sergeant  of  the  section  makes  a  "  right 
face,"  and  the  rest  make  a  half  "  right  face,"  (See  plate 
No.  1,)  with  their  right  shoulders  then  in  line ;  each 
man  faces  that  place  which  he  is  to  occupy  in  the  new 
position.  At  the  word  "  march,"  each  marches  straight 
forward  to  that  place  ;  the  man  next  to  the  sergeant 
takes  one  step,  the  next  man  two,  and  so  on.  Of  course 
they  must  march  in  time,  and  perhaps  it  will  be  neces- 
sary to  require  marking  time,  before  giving  the  order. 
Say  to  them  that  they  "  must  dress  as  they  come  into 
line"  with  the  sergeant. 

In  this  and  the  following  movements,  you  had  better 
copy  the  plates  on  a  large  sheet  of  paper,  and  explain 
the  movement  to  each  member  of  the  section. 

To  return  to  former  position,  the  command  is,  "First 
section,  right — FACE  !  Left  into  line — MARCH  1"  (See 
plate  No.  3.)  At  the  words,  "  Left  into  line,"  the  ser- 
geant comes  to  an  "  about,"  and  the  rest  make  a  Jicdf 
"  right  face,"  (See  plate  No.  1,)  their  left  shoulders 


DRILLING.  49 

thrown  forward ;  at  the  word  "march!"  the  sergeant 
completes  the  "  about  face,"  and  is  at  his  original  post, 
and  the  rest  march  towards  a  point  a  little  to  the  right 
of  their  old  places  in  line,  take  one  step  beyond  the 
line,  turn  to  the  right,  and  come  into  line  at  their  ori- 
ginal positions. 

Both  of  these  movements  are  difficult,  the  most  dif- 
ficult your  troops  have  had,  especially  the  last.  To 
insure  success,  be  sure  that  you  yourself  know  just  what 
is  to  be  done,  and  then  endeavor  to  give  them  as  clear 
ideas  of  it  as  possible,  by  means  of  diagrams,  or  by 
marking  lines  on  the  ground,  or  chalking  them  on  a 
floor.  It  is  necessary  that  these  be  thoroughly  learned, 
because  they  form  parts  of  movements  to  be  learned 
hereafter. 

Drill  each  section  separately  on  these.  When  they 
have  each  learned  them,  let  them  all  do  them  together. 
Here  your  sergeants  have  something  to  do.  Your 
command  is,  "  Sections — right  into  line — (at  this,  each 
sergeant  stept  briskly  to  the  front  of  his  section,  and 
orders,  "first  [or  other]  section — EIGHT  into  line;  the 
sections  are  not  to  move  at  your  command,  but  at  that 
of  ttieir  sergeants) — MARCH  !"  When  the  movement  is 
completed,  each  sergeant  orders,  "first  (or  other)  section 
— left  dress  /"  and  takes  his  position  in  front  of  his  sec- 
tion, two  paces  in  front  of  it,  and  facing  the  captain. 

While  performing  this  movement,  the  corporals  have 
something  to  do.  It  is  the  duty  of  the  second  corporal 
3 


50  SCHOOL  AMUSEMENTS. 

to  take  position  directly  in  the  rear  of  the  first  corporal, 
and  of  the  third  and  fourth  corporals  to  stand  directly 
in  the  rear  of  the  others.  This  keeps  "  the  column"* 
straight.  Each  sergeant  gives  "  Left  dress"  instead  of 
"  Right  dress,"  because  the  sections  must  dress  by  the 
corporals,  who  are  on  the  left. 

The  company  is  now  "  in  column  of  sections  to  the 
front."  It  is  in  marching  order,  and  the  position  of 
the  officers  are  shown  in  the  plate,  No.  4. 

To  return  into  line,  the  captain  commands, "  Com- 
pany— right,  FACE  !  Sections,  left  into  line — (Here  each 
sergeant  turns  to  his  section,  and  orders,  'first  [or 
other]  section,  LEFT  into  line  !'  and  then  takes  his  own 
position  at  the  right  of  his  section,  facing  right,  but  at 
the  first  position  of  an  'about  face/  doing  all  this 
very  briskly,) — MARCH!"  (Here  each  sergeant  and 
his  section  executes  the  movement  as  taught  above.) 

The  company  is  now  "  in  line"  again.  This  will  be 
a  long  drill,  and  some  Saturday  afternoon  will  be  a 
good  time  to  devote  to  it.  There  must  be  considerable 
repetition  and  a  great  deal  of  patience,  on  the  part  of 
both  teacher  and  learners.  But  the  movements  are 
worth  learning  well,  for  they  are  brilliant  and  "  showy." 


DRILLING.  51 

,4.      '  i,iVv;=j  .  ,,  7,     i-rrVV^    -'t  ^•.;V-.---*i-\,  •  ' - 

DRILL  NINTH. 

We  have  now  accomplished  quite  an  amount  in  the 
way  of  drill  and  discipline.  On  some  accounts  I  should 
prefer  to  continue  drilling  without  arms,  but,  for  varie- 
ty, and  to  satisfy  the  boys,  who  have  all  this  time  been 
longing  for  guns,  we  will  introduce  them. 

I  shall  suppose  that  you  are  provided  with  real  guns, 
or  at  least  with  something  resembling  them,  for  you 
may  have  guns  *  if  you  have  lances,  you  can  easily 
adapt  these  instructions  to  that  innocent  weapon. 

At  the  command,  "  Fall  in !"  each  private  and  cor- 
poral takes  his  gun  (they  are  supposed  to  be  numbered, 
in  a  rack),  and  takes  his  place  in  line.  At  the  word, 
"  Attention,"  the  butt  of  his  gun  should  rest  on  the 
ground  (the  trigger  side  out),  about  three  inches  from 
his  right  foot,  and  on  a  line  with  the  toes.  The  right 
arm  should  form  a  right  angle  at  the  elbow,  and  the 
hand  grasp  the  barrel  of  the  gun.  In  order  that  the 
gun  shall  not  be  placed  too  far  forward,  the  elbow 
should  be  drawn  back,  so  that  the  barrel  shall  almost 
rest  against  the  shoulder  ;  at  any  rate,  so  that  the  piece 
shall  stand  as  nearly  perpendicular  as  possible.  In 
other  respects,  "  the  position  of  the  soldier"  should  be 
preserved. 

"  Shoulder  arms"  is  done  in  three  motions.  First : 
the  right  hand,  keeping  its  grasp,  raises  the  piece 


52  SCHOOL  AMUSEMENTS. 

perpendicularly  against  the  right  shoulder,  and,  at 
the  same  time,  the  left  hand  is  thrown  briskly  across 
the  breast,  and  grasps  the  piece  just  below  the  right 
hand.  Second  :  the  right  hand  comes  down  briskly, 
and  grasps  the  piece  at  the  lock.  Third  :  the  left 
hand  is  brought  back  to  its  side.  These  motions  must 
be  executed  by  all  in  exactly  the  same  time.  Take 
care  that  the  body  is  not  swayed  about  by  the  motion 
of  the  arms.  "  Remember  the  poker  J" 

The  grasp  by  right  hand  at  the  lock  is,  the  first 
finger  below  the  "  trigger-guard,"  the  thumb  above  it, 
and  the  other  fingers  around  the  hammer  ;  the  weight 
being  thus  sustained  by  the  projections,  viz.,  the  ham- 
mer and  the  trigger-guard. 

Until  facility  is  acquired  in  executing  this  command, 
the  order  should  be, "  Shoulder  arms  in  three  motions — 
ONE — TWO — THREE  !"  Let  each  motion  be  done  with 
so  much  muscular  energy  that  it  may  be  heard  by  all. 
"  Make  the  motion  teU  /" 

"  Order  arms  in  three  motions — ONE — TWO — THREE  !" 
This  is  exactly  the  reverse  of  "  shoulder  arms."  1st. 
The  left  hand  is  brought  across  the  breast  and  grasps 
the  barrel,  where  it  did  before.  2d.  The  right  hand 
is  raised,  and  grasps  the  piece  above  the  left  hand.  3d. 
The  left  hand  is  returned  to  its  side,  and,  at  the  same 
instant,  the  right  hand  allows  the  piece  to  come  briskly 
to  the  ground,  at  the  position  of  "  Attention." 

Try  these  commands  alternately.     You  cannot  ex- 


DRILLING.  53 

poet  perfection  in  this  drill,  but  you  must  get  as  near 
it  as  you  can. 

After  much  practice,  you  may  try  these  movements 
without  counting  the  motions.  The  orders  will  be 
simply,  "Shoulder — ARMS  I"  and  "  Order — ARMS  1"  They 
must  count,  however,  remembering  the  time  you  gave 
them.  I  should  have  said  that  the  time  given  for  the 
"  one,  two,  three,"  should  be,  at  first,  in  seconds,  or 
even  more  slowly.  You  may  shorten  the  intervals  as 
fast  as  they  acquire  skill. 

These  two  exercises  in  the  "  manual  of  arms"  will 
be  enough  for  one  time.  The  drill  may  be  diversified 
by  a  review  of  the  first  three  drills,  and  anything  else 
already  practised. 

At  this  drill  it  will  be  necessary  to  omit "  the  salute ;" 
their  right  hands  are  occupied.  They  will  soon  learn 
the  "  Present  arms,"  which  will  take  the  place  of  the 
salute. 

REMARKS. 

» 

Your  orderly  irf  bound  to  report  absences,  and  all 
officers  to  report  misdemeanors.  Teach  your  boys  to 
discriminate  between  the  "  reports"  of  an  officer  desir- 
ous of  doing  his  duty,  and  of  a  companion  who  tells 
only  as  a  "  tell-tale." 

You  must  use  your  own  judgment  in  regard  to 
government,  remembering,  however,  that  you  are 


54  SCHOOL   AMUSEMENTS. 

"  major"  of  the  company,  the  highest  in  command,  and 
as  such,  an  autocrat  in  the  strictest  sense  of  the  term. 

Now  that  you  are  so  well  advanced  it  will  be  well 
to  have  music.  (Consult  chapter  on  "  Uniform,  <fec.") 
It  is  better  to  drill  mostly  without  music.  The  boys 
will  easily  acquire  a  kind  of  rhythmic  instinct  in 
marching,  which  is  better  for  them  than  dependence  on 
the  tap  of  the  drum.  But  boys  are  anxious  to  hear  the 
music  of  a  drum  and  fife,  and  it  is  well  to  gratify  them. 

Your  music,  on  the  drill-ground,  must  occupy  a  par- 
ticular position,  never  leaving  it  except  when  the  com- 
pany is  marching.  The  musicians  are  to  listen  to  your 
commands  and  be  ready  always  to  strike  the  drum 
promptly  at  the  word  "march."  In  all  brief  move- 
ments, such  as  "  Right  or  left  into  line — march !"  a 
mere  tap  of  the  drum  is  sufficient ;  and  this,  perhaps, 
is  unnecessary. 

I  may  as  well  say  here,  and  might  have  done  so 
before,  that  it  is  impossible  for  me  to  speak  of  every- 
thing connected  with  this  complicated  matter  of  mili- 
tary discipline.  Much,  very  much,  must  be  left  to 
your  judgment  and  discretion. 

I  should  add,  also,  that,  in  some  respects,  my  in- 
structions are  not  strictly  in  accordance  with  United 
States  army  rules.  When  I  differ,  it  is  either  because 
I  have  purposely  modified  certain  rules  to  adapt  them 
to  boys,  or  because  I  forget  them.  These  latter 


DRILLING.  55 

changes  or  errors  will,  I  hope,  be  few,  and  I  am  sure 
they  will  be  unimportant. 

DRILL    TENTH. 

Fall  in,  in  line,  without  sizing  or  forming  sections. 
We  will  practise  the  "  Present  arms,"  and  then  form 
company  regularly. 

Review  "  Shoulder  arms"  and  "  Order  arms." 
"  Present  arms"  is  done  from  "  a  shoulder,"  in  two 
motions.  At  "  one,"  the  right  hand  raises  the  piece  so 
high  that  the  hand  is  against  the  thigh :  at  the  same 
time  the  left  arm  is  thrown  across  the  breast  hori- 
zontally, and  grasps  the  barrel,  and  the  right  hand, 
taking  advantage  of  the  support  given  the  gun  by  the 
left  hand,  changes  its  grasp  in  such  manner  that  the 
piece  may  not  be  turned  around  when  it  shall  be 
brought  forward ;  at  "  two"  the  piece  is  brought  briskly 
np,  the  rammer  outwards,  and  is  held  directly  in  front 
of  the  nose.  The  left  hand  grasps  the  barrel  stiffly, 
the  arm,  at  the  elbow,  being  pressed  to  the  side  and 
forming  an  exact  right  angle ;  the  fingers  grasp  the 
barrel  and  the  thumb  is  erect  against  the  side  of  it. 
To  make  the  right  angle,  the  left  hand  must  be 
lowered,  slipped  down  the  stock,  after  the  gun  is  in 
position.  The  grasp  of  the  right  hand  is  at  the  small, 
round  part  of  the  stock,  below  the  lock,  all  the  fingers 
in  front. 


56  SCHOOL  AMUSEMENTS. 

Great  care  must  be  taken  that  these  directions  are 
all  strictly  observed ;  for,  if  they  are  not,  the  guns  will 
not  be  held  perpendicularly ;  they  will  be  uneven  in 
height,  and  held  either  too  near,  or  too  far  from  the 
body.  All  these  are  to  be  guarded  against. 

"  Shoulder  arms,"  "  from  a  Present,"  is  the  reverse 
of  "Present  arms."  At  one  motion  the  piece  is 
brought  back  to  the  side,  the  right  hand  resuming  the 
grasp  used  in  "Shoulder  arms,"  and  the  left  held 
against  it  with  the  fingers  flat,  not  grasping  it,  merely 
to  steady  the  gun  against  the  shoulder  :  at  the  second 
motion,  the  left  hand  is  brought  back  promptly  to  its 
side. 

In  both  of  these  two  new  exercises  the  commands 
must  be,  at  first,  "  Present  arms  in  two  motions — ONE — 
TWO  !"  "  Shoulder  arms  in  two  motions — ONE — TWO  !" 
Time,  seconds. 

I  beg  the  drill  master  to  believe  me  that,  in  these 
instructions,  I  use  no  waste  words.  He  will  need,  for 
success,  to  take  care  that  they  are  obeyed  in  every  par- 
ticular. 

Company  may  now  be  formed  in  the  usual  way. 
At  the  place  where  the  orderly  has  commanded 
"  Salute,"  he  may  now  order  "  Present  arms,"  and  they 
are  to  remain  "  at  a  Present"  until  the  orderly  has 
gone  to  his  post  in  a  line  with  the  other  sergeants, 
when  the  captain  commands,  "  Company — shoulder 
ARMS  !  followed  by,  "  Officers  to  your  posts — MARCH  !" 


DRILLING.  57 

Note. — At  the  "present  arms,"  when  company  is 
formed,  the  drums  should  beat  a  triple  roll,  two  sounds 
to  a  roll. 

"Support  arms"  is  done  in  one  motion,  "from  a 
shoulder."  The  right  hand,  without  altering  its 
grasp,  brings  the  piece  obliquely  across  the  body  ; 
the  barrel  still  rests  at  the  right  shoulder,  but  the 
stock  rests  at  the  middle  of  the  abdomen,  and  the  left 
hand  is  laid  across  the  right.  If  the  gun  is  pressed 
too  tightly  against  the  abdomen,  the  barrel  will  stand 
out  from  the  shoulder,  which  is  to  be  avoided. 

"  Carry  arms"  "  from  a  support,"  is  merely  bringing 
the  piece  back  to  the  position  of  "  Shoulder  arms,"  and 
returning  the  left  hand  to  its  side.  These  motions 
must  be  done  together,  and  att  motions  done  PROMPTLY. 

In  the  position  of  "  Shoulder  arms,"  the  right  arm 
must  be  extended  to  its  full  length,  not  at  all  crooked 
at  the  elbow  ;  the  barrel  must  rest  in  the  hollow  of 
the  right  shoulder,  and  the  stock  be  pressed  against 
the  side  of  the  leg. 

In  movements,  the  guns  should  be  carried  at "  Shoulder 
arms,"  but  "  Support  arms"  must  be  frequently  given 
for  a  change. 

Review  as  much  as  possible  in  this  drill,  consistently 
with  learning  these  new  items  from  the  manual. 

Hereafter  dismiss  company  at  a  "Right  face,"  in 

file. 

3 


58  SCHOOL   AMUSEMENTS. 


DRILL  ELEVENTH. 

Review  the  manual  of  arms  in  the  following  order  : 
Shoulder — ARMS  !  Order — ARMS  !  Shoulder — ARMS  ! 
Support — ARMS  !  Carry — ARMS  !  Present — ARMS  ! 
Shoulder — ARMS  !  Order — ARMS  !  REST  ! 

"  REST,"  under  arms,  differs  but  little  from  "  Rest" 
heretofore  learned.  The  position  of  the  feet  is  the 
same,  (sec  plate  No.  1.)  As  this  position  is  assumed, 
the  gun  ("  at  an  order")  leans  back  on  the  shoulder, 
the  right  hand  lets  go  its  grasp  and  is  brought  across 
the  abdomen,  where  it  is  crossed  by  the  left  hand  :  the 
piece  then  rests  on  the  ground,  in  the  hollow  of  the 
right  arm  and  against  the  shoulder. 

"  Attention,"  from  "  Rest,"  differs  but  little  from  the 
same  command  before  learned.  The  gun  is  grasped 
by  the  right  hand,  the  butt  placed  on  a  line  with  the 
toes,  the  feet  brought  to  the  V  position,  and  the  left 
hand  carried  back  to  its  side :  all  these  done  at  the 
same  instant. 

Remember  that  no  movements  can  be  made  while  the 
guns  are  on  the  ground. 

"  From  a  rest,"  the  new  commands  of  this  drill  are : 
"  Company — ATTENTION  !  Shoulder — ARMS  !  Centre 
— FACE  !"  (See  plate  No.  5.)  At  this,  the  corporal  of 
the  2d  section,  and  the  sergeant  of  the  3d  section, 
take  one  step  forward,  elbow  to  elbow :  the  1st  and 


DRILLING.  59 

•2d  sections  (or,  as  they  should  be  called,  ''the  1st 
Platoon")  face  left,  towards  the  centre ;  the  2d  Pla- 
toon (3d  and  4th  sections)  face  right,  towards  the 
centre.  The  corporal  and  sergeant  above-mentioned, 
are  now  to  be  the  file  leaders  of  the  company,  in  double 
file ;  they  march  (at  the  words  "  Forward — MARCH  !") 
straight  ahead,  and  the  next  two  behind  them  march 
up  to  each  other,  face  to  face,  turn,  one  to  the  right  and 
the  other  to  the  left,  touch  elbows  and  follow,  "  at  a 
fronting  distance,"  their  file  leaders  :  the  others  do  the 
same.  The  lieutenants  fall  in  and  close  up  the  file. 

The  file  leaders  must  be  instructed  to  march  forward 
in  a  perfectly  straight  line,  aiming  at  some  particular 
point :  the  men  behind  them  must  march  as  in  single 
file,  but  each  two  keeping  exactly  together. 

To  turn  to  the  right  or  left,  "File  right,"  or,  "File 
left,"  is  given.  Suppose  the  latter ;  then  the  sergeant, 
who  is  on  the  left,  turns  in  his  tracks,  the  corporal 
wheeling  around  him  as  a  pivot,  taking  care  not  to 
leave  his  side.  Here  an  exact  right  angle  is  made,  and 
as  each  couple  comes  up  to  the  angle,  they  turn  in  the 
same  way.  "  Make  a  square  corner" 

When  the  company  is  marched  out  so  that  all  are 
clear  of  any  turning  point,  the  captain  halts  in  front 
of  the  file  leaders  and  commands,  "  Into  line — MARCH  1" 
(See  plate  No.  5.)  The  file  leaders  halt :  the  rest  march 
up  directly  behind  them,  turn,  the  left-hand  man  to  the 
left,  and  the  right-hand  man  to  the  right ;  each  marches 


60  SCHOOL  AMUSEMENTS. 

along  the  rear  of  the  line  which  is  forming,  and  steps 
into  his  place,  dressing,  as  he  comes  into  line,  by  the 
two  file  leaders. 

The  company  is  now  "  in  line,"  as  at  first.  They 
will  need  a  "  Right  dress."  Try  this  over  again,  this 
time  marching  longer  in  double  file. 

In  marching,  the  taller  boys  will  naturally  take 
longer  steps  than  the  short  ones.  To  remedy  this,  urge 
that  the  first  take  shorter  steps  than  they  are  naturally 
inclined  to,  and  the  latter  longer.  While  marching, 
advise,  "  If  you  find  yourselves  falling  behind  your  file 
leaders,  gain  on  them,  not  by  hurrying  the  time,  (taking 
faster  steps,)  but  by  increasing  the  pace,  (taking  longer 
steps.)  Always  keep  at  a  'fronting  distance'  from 
them." 

Bring  them  into  line  again.  Take  care,  always,  to 
turn  at  right  angles.  Let  the  rear  files  march  fully  up 
to  the  rear  of  the  line  before  turning.  Let  them  march 
along  the  rear  so  closely  as  to  almost  touch  the  coat 
tails  of  the  line,  and  come  squarely  into  place. 

The  captain  will,  during  these  movements,  occasion- 
ally command,  "  Company,  support  (or  carry] — AEMS  !" 
This  is  done  for  the  relief  of  change.  But  it  may  be 
observed  that  "  Support  arms"  is  most  convenient  when 
the  men  are  "  in  file,"  single  or  double ;  and  that 
"  Carry  arms"  is  best  when  "  in  line." 

After  a  rest  "  in  line,"  practice  the  following  new 
exercise  from  the  manual. 


DRILLING.  61 

"  Trail  arms,"  "  from  a  shoulder,"  is  done  in  three 
motions.  At  "  one,"  let  the  gun  fall  forward  from  the 
shoulder  into  the  palm  and  grasp  of  the  left  hand, 
which  is  to  be  thrown  there  to  receive  it ;  at  "  two," 
let  the  left  hand  support  the  piece,  while  the  right  hand 
changes  grasp,  and  catches  the  gun  at  that  point  where 
it  will  balance  itself  in  the  hand  :  at  "  Three,"  let  the 
left  hand  return  to  its  side,  and,  at  the  same  instant, 
the  right  arm  drop  its  full  length,  carrying  the  gun  in 
such  a  manner  that  the  bayonet  (if  there  is  one)  is  on 
a  level  with  the  eye.  Each  of  these  motions  must  be 
made  distinctly,  so  that  it  may  be  heard  all  along  the 
line.  Instructor  commands, — "  Trail  arms  in  three 
motions,  ONE,  TWO,  THREE  !"  and  counts  in  seconds. 

When  this  is  learned  tolerably  well,  practice  it  with- 
out counting. 

Review  the  whole  manual  now  learned. 

Review  "  Right  (and  left)  into  line,"  by  sections, 
and  then  by  company.  Take  care  that  the  sergeants 
give  their  commands  briskly  and  distinctly. 

If  time  allows,  review  other  movements,  especially 
"  the  facings." 

DRILL  TWELFTH. 

After  forming  company,  drill  in  marching  three  (or 
more)  paces  forward,  with  a  "  guide  right ;"  do  this 
first  by  single  sections,  next  by  platoons,  and  lastly,  by 


62  SCHOOL  AMUSEMENTS. 

"front  of  company."  To  march  "by  front  of  com- 
pany" a  given  number  of  paces  (or  until  the  word 
"  halt")  without  breaking  the  line,  so  that,  at  the  halt, 
no  one  is  either  too  far  in  front  or  rear,  and  so  that 
there  shall  be  no  need  of  "  dressing  the  line"  after  the 
halt, — this  is  an  achievement  to  be  proud  of.  To  do 
it  well,  the  importance  of  the  "guide  right  or  left" 
must  be  insisted  on  ;  in  this,  let  there  be  no  actual 
pressing  towards  the  right  or  left,  but  let  the  elbows 
be  in  close  and  constant  contact.  Let  the  length  of 
pace  be  thought  of ;  and  the  difference  in  pace  between 
the  taller  and  shorter  boys.  The  latter  are  at  the 
centre  of  the  line,  the  former  at  the  wings  ;  and  if 
great  care  be  not  taken,  the  line  will  become  crescent- 
shaped,  the  centre  being  behind.  Execute  this  well, 
and  you  will  receive  praise  from  military  critics. 

Change  the  programme  of  drill  by  introducing  prac- 
tice in  the  manual. 

"  Charge — BAYONET  !"  This  is  done,  "  from  a  shoul- 
der," in  one  motion.  At  the  last  word,  the  feet  assume 
"  the  first  position  of  an  about  face,"  the  left  knee  is 
bent,  and  the  body  leaned  slightly  forward ;  at  the 
same  time  the  piece  is  allowed  to  fall  briskly  into  the 
left  hand,  as  in  "  Trail  arms,"  and  is  firmly  grasped  by 
both  hands  and  held  by  both,  with  the  bayonet  on  a 
level  with  the  eye.  "  Every  eye  to  the  front  I"  Here 
(and  the  remark  applies  also  to  "  Trail  arms")  the 
pieces  should  all  be  in  line,  that  is,  should  have  the 


DRILLING.  63 

same  inclination.  If  they  are  at  different  inclinations, 
order  "Dress  your  pieces  by  the  right /"  that  is,  let  all 
have  the  same  inclination  as  that  of  the  piece  of  the 
right-hand  man.  "  Be  BRISK,  boys !" 

"Shoulder  arms"  brings  us  back  to  the  original 
position. 

Practise  this  a  long  time.  It  is  a  very  "showy" 
movement. 

"Centre — FACE!  Forward — MARCH!  Outward  coun- 
termarch— MARCH  !"  (See  plate  No.  6.)  At  this  the 
captain  stands  at  the  head  of  the  advancing  column 
and  the  files  separate  as  they  come  up  to  him,  the  right- 
hand  file  turns  to  the  right,  the  other  file  to  the  left, 
and  they  march  in  a  direction  opposite  to  that  which 
they  were  pursuing.  They  march  as  far  as  is  conve- 
nient, and  at  the  command,  "Inward  countermarch — 
MARCH  !"  the  two  file-leaders  face  about,  come  together 
elbow  to  elbow,  and  march  in  the  original  direction, 
the  others  imitating  them  as  fast  as  they  come  up  to 
the  position  just  left  by  the  file-leaders. 

During  the  "  outward  countermarch,"  care  must  be 
taken  that  the  file  leaders  march  on  a  line  with  each 
other,  and  that  their  followers  also  are  exactly  oppo- 
site each  other. 

In  these  drills,  let  the  teacher  take  care  that  the 
"  first  principles,"  as  taught  in  our  earlier  drills,  are 
not  forgotten.  If  at  all  necessary,  let  a  whole  drill — 
say  a  Saturday  afternoon — be  devoted  to  a  general 


64  SCHOOL   AMUSEMENTS. 

review.  Insist,  constantly,  on  the  preservation  of  "  the 
position  of  the  soldier."  Let  the  duty  of  watching  for 
and  correcting  the  evils  of  laxity  in  these  "  first  prin- 
ciples, be  assigned  to  all  the  officers,  especially  to  the 
two  lieutenants.  Your  captain  must  be  mainly  en- 
gaged in  observing  the  commands  you  give,  and  their 
execution. 

DRILL  THIRTEENTH. 

"  Outward  countermarch  by  two's — MAKCH  1"  (See 
plate  No.  6.)  This  is  done  while  marching  in  double 
file,  as  from  "  Centre  face."  At  the  last  word,  the 
leader  of  each  file  turns  to  march  in  an  opposite  direc- 
tion, as  in  the  previous  drill :  he  steps  a  little  further 
out,  and  the  second  in  file  turns  and  marches  at  his 
side,  being  the  inner  man.  Numbers  three  and  four, 
five  and  six,  and  so  on,  of  each  file,  do  the  same  at  the 
turning  point.  The  result  is,  that  as  the  outward  coun- 
termarchers  advance,  (their  backs  to  the  captain,)  they 
go  "  by  two's." 

"  Inward  countermarch — MARCH  !"  At  this, — given 
when  all  have  passed  the  turning  point,  and  the  two 
first  couples  are  in  a  line  with  each  other, — these  wheel 
inward,  the  two  inner  men  acting  as  pivots,  and  the 
two  outer  men  come  elbow  to  elbow  ;  the  four  now 
form  a  line  and  march  toward  the  captain.  If  the 
first  command  is  repeated,  the  four  again  separate  into 


DRILLING.  65 

the  original  two's,  and  the  movement  is  repeated.  If 
the  captain  wishes  them  to  resume  the  plain  double  file 
movement,  as  at  first,  he  orders,  "  By  double  file— for- 
ward, MARCH  1" 

"  Outward  countermarch  by  four's — MARCH  !"  (see 
plate  No.  7,)  is  a  duplication  of  countermarching  by 
two's.  The  first  four  of  each  file  turn  outward  together, 
the  first  man  stepping  still  further  out,  and  the  second, 
third,  and  fourth  forming  in  line  with  him. 

"  Inward  countermarch  by  four's,"  is  best  explained 
by  the  diagram.  At  the  word  "  march,"  the  two  inner 
men  act  as  pivots,  around  whom  the  others  wheel ;  the 
two  outer  men  join  elbows,  and  lines  of  eight  march 
towards  the  captain. 

As  either  of  the  last  combinations  (by  two's  and 
four's)  return  toward  the  captain,  he  may  command  : 

"  Outward  countermarch  in  single  file — MARCH  !" 
(See  plate.)  At  this,  each  man  remembers  his  number, 
whether  first  or  second,  or  first,  second,  third  or  fourth, 
and  forms  in  single  file  accordingly. 

Countermarching  is  always  an  effective  and  attractive 
movement,  when  well  done.  Practise  it  very  thoroughly 
and  carefully. 

On  parade,  or  at  other  times,  it  may  be  necessary  or 
advisable  to  "  grouqjl  arms."  This  is  done,  "  from  an 
order,"  in  two  motions : — at  "  One,"  the  pieces  are 
turned  sidewise,  so  that  the  locks  are  nearest  the  leg  ; 
at  "  Two,"  the  left  foot  takes  a  long  pace  forward,  and 


66  SCHOOL  AMUSEMENTS. 

the  body  is  leaned  forward  so  that  the  right  hand  may 
deposit  the  piece  on  the  ground.  The  right  foot  does 
not  leave  its  place  in  line.  It  is  hardly  necessary  to 
practise  this  by  motions.  Tell  them  to  turn  the  piece 
at  the  word  "  ground,"  and  to  do  the  remainder  at  the 
last  word. 

"  Take — ARMS  !"  is  the  reverse  of  "  Ground  arms  ;" 
there  needs  no  other  explanation. 

When  arms  are  "  grounded"  on  parade,  and  the  com- 
pany takes  recess,  a  guard  must  always  be  placed  over 
the  guns.  The  guard  may  consist  of  one,  but  two  are 
better.  If  the  recess  is  a  long  one,  the  guard  must  be 
relieved  once  or  twice.  The  orderly  sergeant  appoints 
and  instructs  the  guard.  He  may  choose  them  in  al- 
phabetical order,  or  in  any  other  way.  After  the  com- 
pany is  dismissed,  the  orderly  commands  :  "  Guards — 
ATTENTION  !  Shoulder — ARMS'  !  (They  stand  side  by 
side.)  To  your  posts — MARCH  !"  One  takes  the  ex- 
treme right,  the  other  the  left,  of  the  line  of  guns  ;  they 
face  each  other,  and  at  the  word  "  MARCH,"  they  ad- 
vance toward  each  other ;  they  meet  half-way,  halt, 
present  arms  (face  to  face),  shoulder  arms,  about  face, 
and  return.  As  they  come  to  the  end  of  their  beat, 
they  are  not  to  turn  carelessly,  but  to  halt,  about  face, 
and  then  return  to  the  half-way  point.  They  are  par 
ticularly  observed,  because  they  are  individualized,  and 
the  honor  of  the  company  rests  on  them. 

When  coming  to  an  "  about  face"  under  arms,  the  left 


DRILLING.  67 

hand  is  to  be  thrown  across  the  piece  ("  at  a  shoulder,") 
to  steady  it  while  turning. 

I  prefer  to  introduce  but  one  or  two  novelties  into 
each  of  the  drills  at  this  time,  because  there  is  so  much 
to  be  done  in  revievjing. 


DRILL  FOURTEENTH. 

To  form  front  of  company  by  platoons,  from  sections, 
(See  plate  No.  8,)  the  captain  will  command  :  "  Com- 
pany, by  platoons,  forward — MARCH!"  (If  the  company 
is  already  marching,  the  word  "  forward"  is  to  be  omit- 
ted.) At  the  command  "  March,"  the  1st  and  3d  ser- 
geants will  command,  "  1st  (or  3<£)  /Section,  by  the  right 
flank,  file  right — MARCH  !"  They  will  march  in  that 
direction  until  the  right  of  the  2d  (or  4th)  section  joins 
the  left  of  the  1st  (or  3d),  when  the  sergeants  will 
command,  "FRONT!"  and  then  the  two  sections  will 
march  forward  together  in  line,  as  a  platoon. 

To  return  into  sections,  the  command  is,  "  Company, 
by  sections,  forward — MARCH  !"  Then  the  1st  and  3d  sec- 
tions march  right  on  ;  but  the  sergeants  of  the  2d  and  4th 
sections  command,  "  2d  (or  4£/t)  /Section,  by  the  right  flank, 
file  right — MARCH  !"  He  marches  them  in  that  direction 
until  they  are  again  in  the  rear  of  the  1st  or  3d  sections, 
(the  corporals  being  guides,)  when  they  command, 
"  FRONT  !"  and  then  all  march  as  sections  again. 


68  SCHOOL  AMUSEMENTS. 

If,  during  the  execution  of  these  movements,  the  sec- 
tions are  not  in  line,  the  sergeants  must  order  a  "  guide 
left."  If  the  platoons  are  broken  in  line,  it  is  the  duty 
of  the  lieutenants  to  order  the  "  guide  left." 

But,  while  marching  by  platoons,  the  command  may 
be  given,  "  By  front  of  company — MARCH!"  when  the 
same  movement  above  explained  for  sections  may  be 
executed  by  platoons.  The  1st  platoon,  at  command 
of  the  1st  lieutenant,  marches  by  file  right,  and  fronts 
just  as  the  right  of  the  2d  platoon  reaches  and  joins  its 
left. 

At  any  time  while  marching,  whether  by  front  of 
company,  or  by  platoons  or  sections,  all  may  be  brought 
into  single  file  by  the  following  command :  (we  will 
suppose  that  the  company  is  marching  in  sections,) 
"  Sections,  ly  the  right  flank,  file  left — MARCH  !"  At  the 
words  "  right  flank,  file  left,"  each  sergeant  goes  to  the 
right  of  his  section  ;  he  marches  forward  in  the  direc- 
tion in  which  all  were  marching  before,  but  the  rest  of 
the  section,  at  the  word  "  march,"  faces  right,  files  left 
and  follows  the  sergeant ;  he  marches  on  (for  instance, 
the  2d  sergeant,)  and  comes  behind  the  corporal  of  the 
section  (for  instance,  the  1st,)  in  front  of  him  ;  and  thus 
all  are  in  file.  The  same  principle  applies  to  platoons, 
the  lieutenants  taking  the  dutiesw>f  the  sergeants  when 
the  movement  is  done  in  sections. 

I  give  no  illustration  of  these  movements,  because 
my  instructions  are,  I  think,  explicit,  and  because  I 


DRILLING.  69 

wish  the  drill  master  to  think  them  out,  and  make  his 
own  diagrams. 

A  good  use  of  this  movement  may  be  made  as  fol- 
lows : — Suppose  your  company  is  marching  in  a 
muddy  street,  and  you  wish  to  get  on  the  sidewalk ;  as 
your  1st  section  comes  up  to  the  cross-walk,  command, 
"  Sections,  by  the  right  (or  left)  flank,  file  right,  (or  if 
left,  the  corporals  are  file  leaders ;  sergeants  on  the 
right)  MARCH  !"  As  soon  as  the  sergeant  reaches  the 
middle  of  the  sidewalk,  order  a  "  file  right"  or  "  file 
left." 

Draw  lines  on  the  ground  for  imaginary  sidewalks, 
explain  to  your  men  the  object  of  the  movement,  and 
practise  it,  both  to  the  right  and  left. 

Now,  to  come  from  single  file  into  sections,  as,  for 
instance,  from  the  right-hand  sidewalk  into  the  street, 
command,  "  Company,  form  column  of  sections  to  the 
front — MARCH  I"  The  1st  sergeant  commands,  at  the 
word  " front,"  "  1st  section,  file  left"  and  as  soon  as  the 
whole  section  is  on  the  cross-walk,  he  commands, 
"  Front !"  The  other  sections,  as  they  come  up  to  the 
place  just  vacated  by  the  1st  section,  imitate  its  move- 
ments, each  sergeant  taking  care  to  command,  "  Front," 
just  when  he  sees  his  corporal  on  a  line  with  the  one  in 
advance.  A 

Plate  No.  8,  gives  other  examples  of  forming  sec- 
tions from  single  file.  Study  it  carefully. 

In  these  directions,  and,  I  suppose,  in  many  others, 


70  SCHOOL  AMUSEMENTS. 

there  may  seem  to  be  much  that  is  inexplicitly  and 
confusedly  expressed.  I  doubt  whether  it  is  possible 
to  make  these  movements  intelligible  at  a  glance  ;  but 
I  believe  that  if  the  teacher  will  give  as  careful  a 
study  to  this  treatise  •  as  he  would  to  the  works  of 
a  Latin  or  Greek  author,  he  will  not  fail  to  under- 
stand it. 

In  marching  in  the  street,  obstructions  are  sometimes 
met.  The  company  will  probably  be  marching  by 
sections,  the  usual  way.  If  it  is  desired  that  the  com- 
pany march  from  the  middle  to  the  side  of  the  street, 
(say  the  right,)  command,  "  Company,  by  the  right  flank, 
file  BIGHT  I"  When  they  are  sufficiently  near  the  side, 
order  "  FRONT  !"  At  the  first  command,  each  section 
faces  to  the  right,  and  in  distinct  and  independent  file, 
marches  in  that  direction.  "  Front"  brings  them  into 
the  original  direction.  But  they  are  now,  after  hav- 
ing passed  the  obstruction,  too  far  on  one  side  of  the 
street ;  "  Company,  by  the  left  flank,  file  LEFT  !  FRONT  1" 
brings  them  back. 


DEILL    FIFTEENTH. 

In  this  drill  I  shall  endeavor  to  present  a  series  of 
movements,  which  may  possibly  serve  the  captain  as 
a  programme  for  parade.  I  shall  explain  only  the 
new  movements. 


DRILLING.  71 

Jt  will  be  an  excellent  lesson  for  the  "major"  or 
captain  to  draw  off,  on  paper  or  the  black-board,  a 
diagram  of  the  whole,  in  connection. 

Company  is  at  rest,  in  line. 

"  Company — ATTENTION  !  Right — FACE  !  Sections, 
right  into  line — (each  sergeant  repeats  the  command, 
standing  in  front  of,  and  applying  it  to  his  section,) — 
MARCH!  Company,  forward,  MARCH!  Sections,  by 
the  right  flank,  file  right — MARCH  !  Company,  FRONT  ! 
(Sergeants  must  attend  to  their  sections,  and  order  a 
"guide  left,"  if  necessary.)  Sections,  by  the  left 
turn — MABCH!"  (See  plate,  No.  9.)  At  the  word 
"  turn,"  the  1st  lieutenant  (or  "  1st  guide  j"  see  para- 
graph at  end  of  this  drill)  takes  position  beside  the 
corporal  of  the  1st  section,  standing  there  to  mark  the 
turning  spot  for  the  other  sections  ;  and  at  the  same 
word,  the  1st  sergeant  commands,  "  1st  section,  by  the 
left  turn"  At  the  word,  "  March,"  from  the  captain, 
the  section  turns,  as  shown  in  the  plate.  In  turning, 
the  line  must  not  be  broken,  and  a  "  guide  left"  may  be 
necessary  from  the  sergeants.  As  the  2d  section 
approaches  the  turning  point,  the  2d  sergeant  com- 
mands, "  2d  section,  by  the  left  turn"  and  as  soon  as  his 
corporal  touches  the  point  opposite  the  lieutenant,  he 
adds,  "  MARCH  !"  Tjte  2d  lieutenant  has  now  reached 
the  turning  point,  and  he  assumes  the  place  of  guide, 
while  the  1st  lieutenant  advances  to  his  post.  The 
3d  and  4th  sergeants  and  sections  imitate  the  ex- 


72  SCHOOL  AMUSEMENTS'. 

ample  of  the  2d.  As  soon  as  the  4th  section  has 
turned,  the  2d  lieutenant  takes  long  steps  and  regains 
his  post. 

"  Company,  by  platoons,  MARCH  !  Platoons,  by  the 
left  turn, — (the  lieutenants  command  their  platoons  as 
the  sergeants  did  their  sections) — MARCH  !  Company, 
by  front  of  company, — MARCH  !  HALT  !  (until  this  word 
the  company  had  been  constantly  in  motion.)  Right — 
DRESS  !  Support — ARMS  !  To  the  rear,  centre — FACE  1 
('  To  the  rear,'  is  something  new.  At  the  word,  '  rear' 
the  two  file  leaders,  —  who,  in  'Centre  —  face'  have 
taken  a  step  together  in  advance, — come  to  the  first 
position  of  an  about  '  face,'  and  at  the  word  '  face,' 
they  about  face.)  Forward — MARCH!  File — RIGHT! 
File — LEFT  1  Outiuard  countermarch  in  single  file — 
MARCH  !  Inward  countermarch  —  MARCH  !  Outward 
countermarch  by  two's — MARCH  !  Inward  countermarch 
— MARCH  !  Outward  countermarch  by  four's — MARCH  ! 
Inward  countermarch — MARCH  !  Outward  countermarch 
by  sections  in  circle — MARCH.  (At  the  word  '  march,' 
each  section  marches  in  a  circle  [See  plate  No.  10.] 
They  revolve  several  times,  and  then,  as  the  captain 
sees  that  the  two  file  leaders  are  coming  together,  he 
commands,  '  Forward — MARCH!')  Outward  counter- 
march in  circles  by  platoons — MARCH.  (The  principle  is 
the  same  as  'in  circles  by  sections.')  Forward — 
MARCH  !  Into  line — MARCH  !  Eight — DRESS  !" 

"  Front,"  after  a  "  right"  or  "  left  dress,"  has  been 


DRILLING.  73 

omitted,  and  will  be,  because  it  has  been  remarked  that 
that  command  always  follows  a  "  dress." 

Practise  now  the  manual  of  arms.  The  order  of  this 
manual  may  be  varied ;  but  the  captain  must  have  dis- 
covered that  there  are  certain  commands  which  cannot 
follow  each  other ;  for  instance,  "  Order  arms"  cannot 
follow  a  "  Present  arms,"  and  vice  versa. 

Note. — "  Guides"  are  an  addition  to  a  company,  but 
are  not  necessary  ;  for,  as  has  been  seen,  the  lieutenants 
may  do  their  duties.  However,  it  is  really  beneath  the 
dignity  of  a  commissioned  officer  to  do  such  duty. 
"The  guides"  may  be  the  two  smallest  boys  in  the 
company.  They  may  carry  lances,  with  small  stream- 
ers, painted  (gilt  on  blue),  with  the  name  of  the  com- 
pany. Their  posts  are,  while  marching,  at  the  rear  of 
the  4th  section,  one  in  the  rear  of  the  sergeant  and  the 
other  of  the  corporal,  two  paces  off.  When  "  in  line," 
their  posts  are  at  the  extremes.  When  the  line  -is  to 
advance  by  front,  to  a  new  alignment  (new  position  of 
line),  they  may  be  stationed  as  points  to  march  to.  A 
command  in  such  a  case,  would  be,  "Company,  for  ward, 
guide  right,  to  tJie  alignment  of  the  guides — MARCH  !" 
They  are  also  to  stand  at  all  turning  points,  the  1st 
guide  being  relieved  by  the  2d  as  soon  as  half  the 
company  has  passed  the  point. 


74  SCHOOL  AMUSEMENTS. 

DEILL   SIXTEENTH. 

While  in  sections,  marching  or  not  marching,  the 
command  may  be  given,  "To  the  left,  arms'  length — 
EXTEND  !  At  the  last  word,  each  man,  except  the  cor- 
poral, extends  his  left  arm,  and  places  his  left  hand  on 
the  right  shoulder  of  his  neighbor,  at  the  same  time  all 
taking  a  side  step,  in  time  (a  left-oblique  step,  if  march- 
ing), until  they  are  at  such  a  distance  from  each  other 
that  only  the  fingers  of  the  hands  rest  on  the  shoulders. 
At  the  command,  "  Arms — DOWN  !"  each  arm  returns, 
promptly,  to  its  side. 

This  movement  makes  a  fine  display  of  the  company. 

While  marching  thus,  in  open  order,  each  man  must 
take  care  to  march  exactly  in  the  rear  of  the  man  in 
front  of  him  in  the  section  in  front ;  and  he  must  also 
take  care  not  to  break  the  line  of  his  own  section. 

"  To  the  right  dose — MAECH  !"  brings  them  back.  All 
except  the  right-hand  man  take  a  side  step,  in  time,  to 
the  right  (if  marching,  an  oblique  step),  until  elbows 
touch. 

"  Company  form  cross  on  2d  section — MAECH  !"  (See 
plate  No.  11.)  The  company  is  in  line.  2d  sergeant 
commands,  "2cZ  section,  stand — FAST!  1st  sergeant 
commands,  "  1st  section,  one  pace  forward — MAKCH  ! 
Left  turn — MAECH  !"  and  he  marches  his  section  to  its 
position,  as  shown  in  the  plate.  3d  sergeant  com- 


DRILLING.  75 

mands,  "  3rf  section,  rigkt — FACE  !  File  right — MABCH  ! 
FRONT  !"  The  "  front"  of  this  section  is  shown  in  the 
plate.  4th  sergeant  commands,  "Ith  section,  right — 
FACE  !  On  right  by  file  into  line — MARCH  ! 

"  On  right  by  file  into  line,"  is  a  new  movement.  (See 
plate  No.  9.)  The  sectio'n  is  at  a  "  Right  face ;"  at  the 
word  "  March,"  the  right-hand  man  faces  right,  and 
takes  one  step  forward,  and  the  section,  in  file,  marches 
behind  him,  the  second  man  coming  beside  him  as  soon 
as  he  passes  his  back,  the  third  man  passes  on  by  the 
second,  and  comes  beside  him,  and  so  on. 

The  sections  are  now  in  the  form  of  a  cross,  with  the 
corporals  at  the  centre.  Observe  in  the  diagram,  in 
which  direction  each  section  faces.  (See  plate  No.  11.) 

While  in  this  form,  command,  "  Sections,  left  turn, 
guide  left — MARCH  !  Sergeants  seek  the  right  of  their 
sections,  move  with  them,  and  in  an  under  tone,  insist 
on  the  "  guide  left."  Let  the  right  angles  of  the  cross 
be  exactly  preserved.  Turn  once  or  twice  completely 
around,  back  to  place. 

Another  movement  in  form  of  a  cross  results  from 
the  commands,  from  the  captain,  "  2d  section,  right — 
FACE!  1st  section,  about — FACE!  ±th  section,  left — 
FACE!  (All  are  now  facing  in  the  same  direction.) 
Company,  forward — MARCH  !"  Let  them  march  a  few 
yards  in  this  direction,  the  lieutenant  taking  care  that 
the  form  of  the  cross  is  preserved,  and  thus  command, 
"  By  the  right  flank — MARCH  !"  At  the  last  word,  all 


76  SCHOOL   AMUSEMENTS. 

turn,  briskly,  to  the  right,  and  continue  marching  as 
they  face.  "  By  the  left  flank — MAECH  1"  is  similar  to 
the  previous  command.  By  means  of  a  "halt,"  and 
an  "  about  face,"  they  may  be  made  to  march  in  still 
another  direction. 

There  are  two  ways  by  which  the  line,  or  front  of 
company  may  be  reassumed  from  a  cross.  (The  sections 
must  first  be  faced  as  in  the  diagram.) 

The  first  is  by  reversing  the  process  of  formation. 
Command,  "  Company,  reduce  cross  and  form  front  of 
company  on  2d  Section — MARCH  !"  Sergeants  command : 
"  Zd  Section,  stand — FAST.  ~Lst  Section,  about — FACE  ! 
Forward — MAECH  !  (Until  the  left  rests  on  the  right 
of  2d  section.)  Right — TUEN  !  (They  are  now  in  line, 
facing  to  the  rear.)  About — FACE  !  4th  Section,  right 
—FACE  !  Left,  lyfile  into  line — MAECH  !  (This  is  done 
in  a  manner  exactly  the  reverse  of  that  by  which  they 
were  formed  in  cross.)  3d  Section,  left — FACE  !  File 
left— MAECH  !" 

All  are  now  in  line.     Give  a  "  right  dress." 

The  second  method  introduces  a  novelty,  and  the 
movement  is  more  easily,  rapidly,  and  showily  exe- 
cuted. (See  plate  No.  12.) 

Command,  "  Sections,  form  circle — MAECH!"  At  the 
word  "  circle,"  each  sergeant  goes  to  the  right  of  his 
section,  and  commands  a  "  right  face,"  and  himself  files 
left,  and  at  the  word  "  march"  he  leads  his  file  into  a 
circle,  as  shown  in  the  diagram.  The  circle  must  be 


DRILLING.  77 

complete,  that  is,  without  gaps  between  the  ends  of 
sections.  The  commissioned  officers  must  have  con- 
trived to  stand  in  the  centre  of  the  circle. 

After  marching  once  or  twice  around,  the  captain 
may  command,  "  Company,  by  file,  forward — MARCH!" 
whereupon  the  orderly  sergeant  marches  straight  for- 
ward, (leaving  the  circle,)  followed  by  the  rest,  in  file. 
The  circle  is  now  straightened  out,  and  the  company  is 
marching  in  file.  "  Company — HALT  !"  The  captain, 
standing  on  the  left  of  the  advancing  file,  commands, 
"  FRONT  !"  and  the  company  is  once  more  "  in  line." 

In  marching  "  by  the  right  flank,"  that  is,  from  a 
"right  face"  or  "file  right,"  "Front"  is  executed  by 
facing  to  the  left ;  "  by  the  left  flank,"  by  facing  to  the 
right. 

The  maneuvres  of  forming  cross,  and  the  various 
movements  while  in  that  form,  are,  perhaps,  the  most 
showy  of  any  that  can  be  executed.  They  should  be 
perfectly  learned. 

DRILL   SEVENTEENTH. 

The  company  is  in  line. 

"Company,  form  square  on  second  section, — MARCH  !" 
(See  plate  No.  14.)  Sergeants  command  : — "  2d  Section, 
stand  FAST  !  1st  Section,  about  FACE  !  Might — TURN  ! 
(They  turn  until  they  make  a  right  angle  with  the  2d 
section.)  HALT  !  About — FACE  ! 


78  SCHOOL  AMUSEMENTS. 

"  3d  Section,  Right — FACE  !  File  right — MARCH  ! 
(They  turn  until  the  left  of  this  section  reaches  the  left 
of  the  second.)  HALT  !  Left — FACE  !  Bight — TUKN  ! 
They  turn  until  this  section  makes  a  right  angle  with 
the  1st  section.)  HALT  ! 

"  4th  Section,  Sight — FACE.  Forward — MARCH  ! 
(They  march  until  this  section  reaches  the  left  of  2d 
section).  HALT!  Right — FACE!  Left — TURN!  (They 
turn  until  this  section  comes  to  its  place  in  the  square.) 
HALT  !  About— FACE  1" 

The  square  is  now  formed,  all  facing  outwards. 
Commissioned  officers  should  be  in  the  centre  of  the 
square.  Care  should  be  taken  that  the  angles  are  all 
right  angles,  and  that  the  sides  are  "  dressed." 

By  so  commanding  that  all  shall  face  in  the  same 
direction,  there  may  be  marching  in  the  form  of  a 
square,  as  was  done  in  the  form  of  a  cross. 

To  return  into  line,  reverse  the  process  of  formation. 
The  instructor  ought,  by  this  time,  to  be  able  to  do 
this  without  explanations. 

While  in  form  of  square,  practise  the  manual  of  arms. 

An  effective  movement  while  in  square  results  from 
the  commands,  "  Company,  charge — BAYONET  !  Sections 
five  (or  more)  paces  forward — MARCH!  Shoulder — 
ARMS!  About — FACE!  Into  square — MARCH!"  At 
the  last  word,  they  march  back  to  the  lines  of  the 
square,  halt  and  about  face,  without  commands  for 
these  movements. 


DRILLING.  79 

Company  in  line.  .  "Bight — FACE!  File — RIGHT! 
(again),  File  —  EIGHT!  Eight  by  file  into  line,  two 
paces  distant — MARCH  1"  (See  plate  No.  15.)  The  ex- 
ecution of  this  differs  from  that  in  the  movements  of  a 
single  section,  as  before  taught,  only  in  this,  that  it  is 
done  by  the  whole  company  and  that,  instead  of  form- 
ing in  close  order,  each  man  passes  two  paces  beyond 
the  last  in  line  and  then  steps  squarely  into  line.  If 
there  is  not  room  for  the  whole  line  in  any  one  direc- 
tion, order,  "  Break  ground  to  the  right,  or  left." 

To  return  to  a  close  line,  command,  "Company,  right 
FACE!  In  dose  order,  into  line,  MARCH!"  The  file 
leader  (orderly)  retains  his  position ;  the  rest  march 
on,  not  increasing  or  lessening  their  distances  between 
them,  until  they  reach  their  file  leader  in  line,  when 
they  turn  squarely  into  line. 


DRILL   EIGHTEENTH. 

In  this  chapter  will  be  found  various  exercises  and 
movements,  together  with  general  information,  some  or 
all  of  which  may  be  introduced  into  this  drill. 

The  "  oblique  step"  is  often  useful,  in  cases  of  meet- 
ing obstructions  of  any  kind,  or  in  closing  ranks  after 
"  an  extend." 

"  Bight  oblique—  MARCH  !"  (See  plate  No.  16.)  If 
from  a  halt,  carry  the  right  foot  obliquely  to  the  right 


80  SCHOOL  AMUSEMENTS. 

and  front  about  twenty-two  inches  from  the  left  foot> 
and  sixteen  toward  that  side  ;  carry  the  left  foot  six- 
teen inches  in  front  of  the  right  heel.  Take  special 
care  not  to  derange  the  head  and  shoulders, — that  is, 
keep  them  to  the  front,  and  not  in  the  oblique  direction. 

"  Left  oblique"  is  executed  on  the  same  principles. 

"  Forward — MARCH  "  brings  all  to  the  direct  march. 

"  Arms  at  WILL  1"  It  is  necessary  to  give  this  com- 
mand occasionally,  during  long  marches  on  parade, 
and,  sometimes,  at  drills. 

At  the  command,  the  guns  may  be  carried  over  the 
right  shoulder,  "  at  will."  On  long  marches,  "  Trail 
arms"  will  be  found  a  convenient  way  of  carrying  the 
guns;  and  at  the  command,  "Change — TRAIL!"  the 
gun  may  be  shifted  and  carried  by  the  left  hand. 

Sometimes  the  line  may  be  located  a  few  inches  in 
advance  or  behind  a  desired  line.  To  bring  it  forward, 
station  the  right-hand  man  at  the  end  of  the  desired 
line  and  command,  "  By  fie,  right — DRESS  !"  (or  the 
left-hand  man  may  be  so  stationed  and  "left  dress" 
ordered.)  At  the  word  "  dress,"  the  second  man,  fol- 
lowed, one  by  one,  by  the  others,  will  step  forward  and 
dress  himself  by  the  guide.  The  same  movement  may 
be  executed  backwards. 

In  marching  by  platoons  or  sections,  if  any  such 
division  has  gained  ground,  that  is,  is  too  near  the 
division  in  advance,  command,  for  instance,  "  2d  Sec- 
tion, mark — TIME  !"  At  the  last  word,  they  will  stop 


DRILLING.  81 

and,  as  it  were,  march  in  their  tracks,  until  their 
proper  position  is  attained,  when  "Forward — MARCH," 
will  start  them  on  again. 

I  omit  giving  "  Fix  and  unfix  bayonets,"  together 
with  the  manual  of  loading  and  firing,  because  I  shall, 
hereafter,  urgently  advise  the  use  of  lances.  If,  how- 
ever, guns  are  used,  instructions  on  these  points, — and 
on  others  which  may  seem  desirable  to  be  adopted  by 
the  instructor, — may  be  found  in  "  Scott's  Tactics," 
"Hardies'  Rifle  Tactics,"  "The  Recruit,"  and  other 
military  works. 

It  may  be  discovered,  by  reference  to  these  books, 
that  the  writer  has  not  strictly  adhered  to  "author- 
ity," but  his  reasons  for  deviating  are  that  "  author- 
ity" for  men  is  not  "  authority"  for  boys,  and,  that 
instructions  for  men  who  are  to  be  soldiers  by  profes- 
sion, are  not  adapted  for  boys,  who  are  only  amateur 
soldiers. 

The  length  of  pace  in  marching,  for  boys,  should  be 
about  twenty  inches,  on  an  average.  Paces  may  be 
marked,  on  the  ground  or  floor,  of  this  length  and  all 
taught  to  acquire  this  step. 

In  a  "  turn,"  from  a  halt,  the  pivot  man  turns  in  his 
tracks.  In  turning,  while  marching,  the  pivot  man 
should  advance  not  more  than  seven  or  eight  inches, 
while  the  outside  man  takes  the  full  pace,  and  no  more. 

The  swiftness  of  pace,  in  common  time,  should  be  at 
the  rate  of  ninety  steps  in  a  minute. 
4* 


82  SCHOOL  AMUSEMENTS. 

As  recruits  enter  the  company,  the  sergeants,  undei 
the  supervision  of  the  major  or  captain,  should  instruct 
them  in  "  first  principles."  They  should  be  introduced 
into  the  company  as  soon  as  possible. 

The  position  of  the  "  color-bearer,"  while  marching, 
is  with  the  3d  sergeant,  in  sections,  or  in  file  :  with 
the  2d  lieutenant,  while  marching  in  platoons  ;  at  the 
centre  of  a  cross  ;  and  inside  of  a  square.  While  the 
company  is  executing  other  division  or  company 
movements,  or  the  manual  of  arms,  the  color  should 
be  posted  out  of  the  way,  and  the  bearer  is  not  on 
other  duty.  The  color-bearer  is,  by  right,  an  ensign 
and  a  commissioned  officer,  but  it  may  not  seem  ad- 
visable to  give  him  any  rank. 

Promotions,  resulting  from  vacancies  or  removals, 
should  be  from  corporals  to  sergeants,  and  from  ser- 
geants to  lieutenants.  In  the  absence  of  a  corporal, 
a  private  may  be  appointed  in  his  place,  pro  tern.  ;  in 
the  absence  of  a  sergeant,  a  lieutenant  should  fill  the 
vacancy. 

DRILL  NINETEENTH. 

The  sword  exercise  of  the  sergeants  is  as  follows  : 

"  Shoulder — (or  carry) — AKMS  !"    The  gripe  in  the 

right  hand,  the  arm  extended,  close  at  the  side,  the  back 

of  the  blade  resting  in  the  hollow  of  the  right  shoulder. 

"  Support — ARMS  !"    The  left  arm  forms  an  acute 


DRILLING.  83 

angle  at  the  elbow,  and  the  blade  rests,  the  edge  out- 
wards, in  the  left  hand,  the  fingers  uppermost. 

"  Order — ARMS  !"  or,  "  REST  !"  The  sword  is  brought 
to  rest  with  its  point  on  the  ground,  on  a  line  with 
the  toes,  and  as  far  from  them  as  the  extended  arm  and 
length  of  blade  will  allow  ;  the  back  of  the  hand  out- 
wards. 

"  Present — ARMS  1"  This  is  done  in  two  motions. 
At  the  first,  the  sword  is  raised  so  that  the  hand 
rest  on  the  upper  buttons  on  the  coat,  the  flat  of  the 
blade  outward  and  the  blade  inclined  forward :  at 
the  second,  the  sword  is  brought  down  as  in  "  order 
arms,"  but  the  point  does  not  touch  the  ground,  and 
the  palm  of  the  hand  is  outward.  These  motions 
should  be  executed  in  time  with  the  motions  of  the 
guns. 

"  Trail — ARMS  !"  The  same  position  as  in  "  shoul- 
der arms !" 

"  Charge — BAYONET  !"  The  sergeant  takes  a  posi- 
tion with  his  feet  precisely  as  do  the  privates  ;  the 
sword  is  raised  and  held,  horizontally,  on  a  level  with 
the  eyes,  the  edge  outwards. 

The  captain  and  lieutenants  may  carry  their  swords 
either  "  at  a  shoulder"  or  "  a  support." 

The  sergeants  should  be  thoroughly  drilled,  in  a 
separate  division,  in  these  exercises,  and  should  never 
fail  to  execute  the  required  movement,  when  com- 
manded, on  drill  with  the  company  or  on  parade. 


84  SCHOOL    AMUSEMENTS. 

DRILL    TWENTIETH. 

At  a  drill  preparatory  to  a  parade,  practise  every- 
thing which  is  intended  to  be  displayed.  If  excellence 
has  not  been  attained  in  any  particular  exercise,  it  is 
better  to  omit  it  on  parade  ;  sufficient  variety  may  be 
given  even  if  several  movements  are  omitted.  Be- 
sides, it  is  best  to  reserve  some  maneuvres  for  future 
parades. 

Endeavor  to  infuse  into  the  minds  of  all  a  spirit  of 
determination  to  do  the  best  possible. 

Take  care  that  the  sergeants  remember  and  under- 
stand their  commands,  positions  and  general  duties. 

At  your  first  parade,  it  may  be  contrived  that  your 
colors  shall  be  presented,  by  ladies,  perhaps.  Receive 
them  in  line,  sergeants  three  paces  to  the  front,  lieu- 
tenants, five  paces,  captain,  seven  :  let  all  "  present 
arms."  This  same  salute  may  be  given  to  individuals, 
for  instance,  to  a  person  who  has  addressed  the  com- 
pany ;  or  it  may  be  given  at  the  houses  (to  the  fami- 
lies) of  officers  of  the  company,  or  distinguished  per- 
sons. 

Let  a  programme  be  carefully  prepared  of  the  streets 
to  be  passed  through,  and,  particularly,  of  the  move- 
ments to  be  made.  Unless  this  is  done,  the  command- 
ing officer  may  become  confused,  and  make  mistakes. 

Your  captain  may,  or  may  not,  be  entrusted  with 


DRILLING.  85 

the  sole  command.  If  he  is  to  be,  he  should  have  had 
frequent  opportunities  to  practise  commanding,  and, 
especially,  should  have  entire  command  at  this  pre- 
paratory drill.  If  the  teacher  commands,  it  is  in  the 
rank  of  "  major,"  and  he  should  march  with  the  cap- 
tain, to  whom  he  should  entrust  some  commands,  and 
as  many  as  possible. 

I  would  advise,  as  a  programme  for  parade,  the  fol- 
lowing movements,  the  company  being  in  line,  and  at 
rest : — 

ATTENTION  !  About — FACE  ! 

Shoulder — ARMS  1  Support — ARMS  ! 

Eight — FACE  1  Centre — FACE  ! 

Left — FACE  !  Forward — MARCH  ! 

About — FACE  !  File — RIGHT  ! 

Outward  countermarch  in  single  file — MARCH  ! 
Inward  countermarch — MARCH  ! 

The  same  by  two's  and  four's. 

Outward  countermarch  in  circles,  by  sections — MARCH  ! 

Forward — MARCH  I 

Outward  countermarch  in  circles,  by  platoons — MARCH  ! 
Forward — MARCH  !  Into  line — MARCH  I 

Carry — ARMS  !  Order — ARMS  ! 

REST! 


86  SCHOOL  AMUSEMENTS. 

ATTENTION  !  Shoulder — ARMS  ! 

Shoulder — ARMS  I  Present — ARMS  1 

Support — ARMS  !  Shoulder — ARMS! 

Carry — ARMS  !  Charge — BAYONET  ! 

Trail — ARMS  !  Shoulder — ARMS  ! 

Shoulder — ARMS  !  Order — ARMS  ! 

Order — ARMS  !  REST  ! 


ATTENTION  !      Shoulder — ARMS  !      Right — FACE  ! 
Sections,  right  into  line — MARCH  1 

Company,  for  ward — MARCH  ! 
Right  oblique — MARCH  !        Left  oblique — MARCH  ! 
Forward — MARCH  !  Forward — MARCH  ! 

Right  turn — MARCH! 
Company,  by  platoons — MARCH  ! 
By  front  of  company — MARCH  ! 
HALT  !  Support — ARMS  ! 

Form  cross  on  second  section — MARCH  ! 
Sections,  left  turn — MARCH  !    HALT  ! 

March,  in  cross,  by  right  and  left  flank. 

Reduce  cross  and  from  front  of  company  on  2d  sec- 
tion— MARCH  ! 

Right — FACE  !  File — LEFT  ! 

Forward — MARCH  !  File — RIGHT  ! 

File— RIGHT  !  File— RIGHT  ! 


DRILLING.  87 

Right  by  file  into  line,  two  paces  distant — MARCH  ! 
Carry — ARMS  !  Shoulder — ARMS  1 

Order — ARMS  !  To  the  right  close — MARCH  ! 

Shoulder — ARMS  !  Right — DRESS  ! 

Present— ARMS  !  Order — ARMS  1 

Rest — AT  EASE  ! 

Let  this  be  written  out  distinctly  and  practised 
thoroughly  at  this  drill.  Try  nothing  else,  and  pre- 
serve this  order  of  arrangement.  Let  the  command- 
ing officer  carry  this  paper  in  his  breast  and  consult  it 
when  in  doubt. 

Whatever  has  been  omitted  may  be  displayed  at  the 
next  parade. 

UNIFORM,  ETC. 

There  are  reasons  for  the  adoption  of  a  permanent 
uniform,  one  to  be  worn  every  day,  by  a  whole  school. 
A  boy  who  is  dressed  in  the  uniform  in  which  he  has 
been  taught  "  the  position  of  the  soldier,"  will  be  con- 
stantly reminded  to  bear  himself  in  a  soldierly  manner. 
He  will  be  conscious  that  eyes  are  upon  him  as  he  walks 
the  streets ;  and  he  may  overhear  such  remarks  as, 
"  There  goes  one  of  the  Cadets  1"  If  he  has  learned 
that  "  a  perfect  soldier  must  necessarily  be  a  perfect 
gentleman,"  he  will  remember  and  do  credit  to  his  in- 
struction. He  will  not,  generally,  engage  in  such  rough 


88  SCHOOL  AMUSEMENTS. 

and  dirty  amusements  as  are  likely  to  injure  or  soil  the 
uniform  which  he  is  proud  to  wear.  He  will  feel 
manly,  and  will  behave  like  a  man.  Of  course  not 
every  boy,  but  most  boys,  will  be  thus  influenced. 

The  expense,  to  each  one,  for  an  every-day  uniform, 
should  be  less  than  for  the  usual  variety  dress.  The 
cloth  chosen,  and  the  necessary  trimmings,  can  be 
bought  at  wholesale,  from  "  first  hands,"  and  any  tailor 
will  contract  to  make  the  clothes  of  a  company,  and  to 
continue  making  them,  at  a  less  price  per  suit  than  he 
would  ask  for  a  single  suit. 

Many  of  our  best  schools  have  adopted  a  permanent 
uniform,  and  their  teachers  and  parents  are  pleased 
with  the  results. 

If  such  an  uniform  is  to  be  procured,  I  may  advise  a 
grey  suit,  trimmed  neatly,  and  not  over-trimmed,  with 
black  silk  braid  ;  or  a  suit  of  dark  blue,  trimmed  in 
the  same  way.  To  the  taste  of  many,  an  entire  suit  of 
one  color  is  more  pleasing  than  a  suit  of  which  the  coat 
is  of  one  color  and  the  trowsers  of  another.  It  will 
become  a  question,  also,  whether  all  shall  wear  coats, 
or  all  jackets.  I  have  seen  both  styles,  and  my  own 
taste  has  been  better  pleased  with  the  coats.  I  have 
preferred  little  boys  in  short-skirted  coats,  to  large 
boys,  of  sixteen  or  seventeen,  wearing  jackets. 

The  summer  trowsers  of  either  uniform  may  well  be 
of  white  or  brown  linen,  which  forms  a  pleasing  con- 
trast with  either  blue  or  grey. 


DRILLING.  89 

The  coat  should  be  single-breasted,  and  cut  with  a 
military  collar.  The  trimming  on  the  coat  may  be  only 
on  the  collar,  (except  for  officers,  see  below,)  and  on 
the  trowsers,  a  plain  stripe  on  each  leg. 

The  regular  army  buttons  may  be  ordered,  in  quan- 
tity, through  any  tailor. 

The  army  "fatigue  cap," — a  style  much  worn  by 
boys, — may  be  very  cheaply  purchased  by  the  case ; 
and  oiled-silk  coverings  may  be  bought  with  them. 

The  entire  uniform,  thus  described,  need  not  cost 
more  than  $10  to  each  one,  and  may  be  procured  for 
less.  However,  it  will  not  be  economy  to  buy  cheap 
cloth  for  a  permanent  uniform.  At  wholesale  prices, 
good  grey  cassimere  may  be  bought  for  from  fifty  to 
sixty  cents  per  yard. 

Thus  dressed,  the  officers  may  wear  a  little  gold  lace. 
Corporals  are  entitled  to  one  "  chevron"*  of  gold  lace 
on  the  left  arm  ;  sergeants  to  two  ;  lieutenants  to  three  ; 
and  the  captain  to  four.  Sergeants  may  have  a  narrow 
strip  of  lace  around  their  caps  ;  lieutenants  two  strips  ; 
and  the  captain  a  band  of  broad  lace,  extra  gilt.  The 
three  commissioned  officers  may  wear  epaulettes  on 
parade.  A  pair  of  good  gilt  epaulettes,  good  to  wear 
and  last,  will  cost  about  $4  ;  cotton  epaulettes,  which 
may  well  take  the  place  of  gilt  ones,  will  cost  seventy- 
five  cents  a  pair.  Epaulettes  are  fastened  on  the  shoul- 

*  A  "  chevron"  is  a  strip  of  gold  lace  sewed  on  the  arm  above 
the  elbow,  in  a  V  shape,  the  angle  of  the  figure  being  uppermost 


90  SCHOOL  AMUSEMENTS. 

der  by  passing  under  a  band  of  gold  lace ;  and  this 
they  should  wear  at  all  times,  as  they  wear  also  the 
chevron.  If  they  have  neither,  they  should  be  allowed 
to  wear  a  parallelogram  of  lace  on  each  shoulder. 

If  it  is  decided  to  adopt  a  uniform  only  for  parades, 
and  if  economy  is  a  necessity,  no  expense,  or  next  to 
none,  need  be  incurred.  Almost  every  boy  has  a  dark 
coat,  with  gilt  buttons.  Secure,  then,  as  much  uniform- 
ity in  dress  as  possible,  (let  all  wear  caps,)  add  a  little 
gold  lace,  and,  perhaps,  a  little  scarlet  trimming,  and 
you  have  all  that  is  really  necessary. 

If,  however,  the  expense  is  not  much  regarded,  a  very 
pretty  and  very  cheap  uniform  may  easily  be  procured- 
Since  the  suit  is  to  be  worn  only  at  occasional  parades, 
it  is  not  necessary  to  have  cloth  of  any  more  than  me- 
dium quality  ;  the  inside  trimmings  may  be  cheap, 
pockets  omitted,  and  the  sewing  substantial  but  not  of 
the  best.  Such  an  uniform,  bought  at  wholesale,  cut 
out  by  a  tailor,  but  made  by  a  tailoress,  or  at  home, 
need  not  cost  more  than  $6,  cap  and  all,  for  privates, 
and  $7  for  officers. 

Although  this  plan  seems  the  cheaper,  the  other — of 
wearing  a  more  expensive  and  durable  uniform  all^the 
time — will  be  found  to  cost  less  "  in  the  long  run." 

Guns  are  expensive.  They  may  be  procured  at 
wholesale  stores  in  New  York  at  various  prices,  but  at 
not  less  than  $5  each,  for  decent  arms.  Possibly  the 
teacher  may  be  so  situated  as  to  be  able  to  obtain,  from 


DRILLING.  91 

the  State  authorities,  the  use  of  the  "  U.  S.  Cadet  mus- 
kets," or  the  shorter  (and  clumsier)  artillery  musketoon. 
If  this  is  possible,  it  certainly  is  advisable.  But  I  would 
urge  that  guns  are  unnecessary.  A  very  good  imita- 
tion of  a  gun  may  be  cut  from  seasoned  oak  or  hickory, 
stained  in  imitation  of  black  walnut  and  varnished,  by 
any  wheelwright  or  carpenter,  and  furnished  at  a  cost 
of  less  than  a  dollar  each.  By  some  plan,  bayonets 
may  be  procured,  and  fastened  on  these  wooden  guns. 
Thus  equipped,  the  company,  at  a  little  distance,  might 
seem  to  carry  real  guns. 

For  my  own  company,  I  provided  these  wooden  guns, 
ornamented  with  the  cast-off  and  polished  up  bayonets 
of  a  military  company  in  town.  My  boys  were  con- 
tented with  them,  and  some  people  "  always  thought 
that  they  had  regular  guns." 

But  I  can  recommend  lances  as  being,  in  many  re- 
spects, the  best  "  arms"  for  a  boy-company.  They  are 
cheap,  neat,  and  have  "no  ugly,  sharp  points  about 
them."  They  may  be  turned  from  ash,  varnished,  and 
tipped  with  a  brass  spear-head,  and  even  ornamented 
with  the  "  red,  white  and  blue"  ribbons  (for  parades) 
at  a  cost  of  from  fifty  to  seventy-five  cents  each.  For 
these  (or  for  wooden  guns)  there  should  be  a  small 
knob  of  some  kind,  corresponding  with  the  trigger- 
guard  of  a  gun,  by  which  they  may  be  supported  easily, 
and  at  a  regular  height. 

Swords,  for  officers,  may  be  procured  from  New  York, 


92  SCHOOL  AMUSEMENTS. 

at  various  prices.  A  good  sergeant's  sword  may  be 
bought  for  $2  50  ;  swords  for  the  commissioned  officers 
should  cost  a  little  more,  but  not  more  than  $5  each. 
Belts  cost  about  seventy-five  cents  each.  Sashes  are  of 
two  kinds,  silk  and  worsted  :  those  of  silk  cost  about 
$5  ;  of  worsted,  from  $2  to  $3. 

Let  us  see,  now,  at  what  cost  a  company  of  thirty-two 
may  be  equipped.  The  uniform  consists  only  of  similar 
dark  clothes  and  caps.  In  this  case,  the  privates  need 
expend  but  fifty  cents  each  for  lances,  and  a  trifling  as- 
sessment for  the  drum  and  fife.  If  the  cheapest  of 
everything  must  be  bought,  swords  may  be  found  at 
less  prices  than  those  above  mentioned,  say  for  less 
than  two  dollars  each.  We  will  have  everything  as 
cheap  as  possible,  as  follows  : 

4  Sergeants'  swords  and  belts,     ,     .     .     $7     00 

2  Lieutenants'       "  "     ....      4    00 
1  Captain's           "            "     ....      4    50 

3  pairs  Epaulettes,  at  75c 2     25 

24  Lances,  at  50c 12     00 

10  yds.  Gold  Lace,  at  30c.     '.    .     .     .      3    00 

Drum  and  fife, 6    75 


$39     50 

We  may  safely  say,  then,  that  a  company  may  be 
decently  equipped  for  $40.     Now,  from  my  own  ex- 


DRILLING.  93 

perience,  I  can  advise  a  teacher  to  pay  for  all  this  himself, 
if,  of  course,  he  is  teaching  a  private  school.  He  may 
consider  the  money  as  an  investment  in  his  business, 
and  I  can  assure  him  that  it  will  prove  a  good  invest- 
ment. His  school  will  be  made  so  much  more  attract- 
ive, that  he  may  safely  calculate  on  receiving  a  suf- 
ficient increase  of  patronage,  within  six  months,  to 
bring  back  the  money. 

But  whether  the  teacher  buys  these  equipments 
himself  or  not,  it  has  been  demonstrated,  I  think,  that 
the  cost  need  not  deter  the  teacher  from  attempting  to 
introduce  the  system  into  his  school. 

The  music  for  a  company  may  be  provided  in  accord- 
ance with  circumstances.  All  that  is  necessary  is  one 
small  snare-drum  and  a  fife.  If  it  is  possible,  let  these 
be  played  by  boys.  It  will  be  cheaper  to  employ  in- 
struction for  them  than  to  hire  regular  musicians  at 
every  parade.  It  is  advisable  to  equip  the  musicians 
in  a  style  somewhat  different  from  the  rest.  Scarlet 
jackets  look  well ;  scarlet  caps  will  cost  less.  They 
are  to  be  under  strict  discipline,  like  the  rest,  to  be 
present  at  all  drills,  and  to  learn  just  when  and  what 
to  play. 

The  flag  may  be  home-made.  If  made  and  present- 
ed by  young  lady  friends,  it  will  be  the  best  possible. 
Flags  of  various  prices  are  for  sale  at  the  military 
stores  in  Maiden  Lane,  New  York,  costing  from  $10 


J)4  SCHOOL  AMUSEMENTS. 

to  $100.  Send  the  amount  of  money  you  can  afford 
to  expend,  and  a  flag  of  that  value  will  be  returned. 
There  should  be  an  armory  of  some  kind,  in  which 
the  guns  or  lances,  the  swords,  flag,  drum,  &c.,  should 
have  suitable  places.  If  nothing  better  can  be  pro- 
cured, a  rack  for  arms  may  be  cheaply  put  up  around 
the  sides  of  the  school-room. 


PLATE    I. 


Right  Face.  Left  Face, 


Rest. 


About  Face. 

Wide  Line,  About 
dotted  Line ,  Face 


Left  into  Line.  Right  into  Line, 


PLATE    11, 


A 


!o 


Tu  r iniiig*  Coinp  any. 


:PLATE  in 


V     V     V     W      \/     \/ 
Ri^ht  Fat-r  ! 


Left  into  Line 


PLATE    IV. 


Captain. 

o 


2d.S. 

o 


4th.  S. 
o 


Marching-  Order. 


PLATE   V. 


fcsr 


•        ;        ' 
A7.A2.yjV3.A4. 


V2.    V2. 


Vi/4.     \i/4. 


PIRATE   VTI 


"P."  Fiyot . 
Outwaid  and  Inward  Countermarching  by  Fours 

yi.  yj.  I     I 

r 

Y2  v^ 

Y3.  Y-5 
A^./^2.A3.A4.  y4-  y4-  A4.A3.A2.Ai 

\  *»       *«%        *"*.......*??'  '.  /         /        •*        /' 

**«         **»,      *"•••-•""".;•'*  **••  ••*         •'       •**        '' 

Inward  Countermarching  &om  Fours  in  single  File ' 


PLATE 


'V   V\ 


Outward  Countermarch., 
in  Circles  bv  Sections. 


PLATE    XII, 


A  A  A  A  A  A  A  A 


V  V/  V  V/  V/  V/  V/  V> 


44Left  turn'- in  .Cross. 


PJLATE   XIII. 


...--  Forward.  March ! 


Reducing  Cross. 


PLATE     XIV. 


The   Square, 


4th.  Ser. 

V    V    V    \/     V     \/     \/ 


A    A     A     A    A     A    A    A 


GYMNASTICS. 


INTRODUCTION. 

IT  is  a  fact  not  sufficiently  noticed  and  lamented, 
that  the  young  men  of  this  country,  who  are  engaged 
in  commercial  or  professional  pursuits,  are,  as  a  class, 
but  weak  and  effeminate  specimens  of  manhood.  We 
see  them  on  their  way  to  or  from  the  counting-room, 
the  office,  the  study,  dragging  along  their  half-vital 
frames,  pale-faced,  dyspeptic,  sacrificing  themselves  to 
gain  a  fortune  which  they  may  not  have  life,  and  cer- 
tainly will  not  have  health,  to  enjoy  if  obtained.  More- 
over, there  seems  to  be  a  strange  prejudice  against 
bodily  exertion,  and  this,  to  such  an  extent,  that  he 
who  has  means  on  which  to  live  without  labor,  takes  a 
kind  of  pride  in  doing  absolutely  nothing.  Fast  horses 
and  fast  yachts  attract  a  few,  it  is  true,  but  the  above 
assertions  are  not  to  be  denied  in  their  application  to 
the  majority. 

The  contrast  between  young  America  and  young 
England,  in  respect  to  physical  development,  is  marked 

[06] 


96  SCHOOL   AMUSEMENTS. 

and  striking.  One  sees  in  the  young  men  of  England 
or  Scotland  most  noble  examples  of  robust,  athletic 
and  graceful  manhood.  The  young  nobleman  and  the 
poor  barrister,  the  banker's  clerk,  and  even  the  shop- 
man, are,  as  a  general  rule,  broad-chested,  fresh-color- 
ed, hearty  fellows,  who  take  pride  in  walking  ten  miles 
before  breakfast,  in  pulling  a  pair  of  sculls  as  well  as 
a  regular  wherry-man,  or  in  being  thorough  sailors, 
able  to  trim  a  sail  or  clean  a  deck.  Athletic  sports  of 
various  kinds  are  cultivated  by  the  people. 

It  will  not  be  denied  that  we,  as  a  nation,  are  un- 
wise in  neglecting  the  admitted  necessities  of  amuse- 
ment and  exercise  ;  but  it  will  not  seem  out  of  place 
here,  the  repetition  of  some  of  the  arguments  in  favor 
of  physical  education. 

1.  Nature  demands  it.  Boys,  at  least  up  to  the 
time  that  their  heads  reach  the  level  of  a  counter,  and 
they  breathe  in  the  lowest  stratum  of  our  polluted 
business  atmosphere,  delight  in  nothing  so  much  as 
play,  and  that  the  heartier,  the  better.  During  that 
period  nature  demands  and  receives  her  full  meed  of 
attention ;  the  muscular  and  digestive  systems,  so 
closely  allied,  work  harmoniously  together  ;  the  mind 
grows  with  the  body,  and  under  proper  intellectual 
care,  they  seek  mental  and  physical  exercise  with  equal 
avidity.  But  as  soon  as  the  toga  virilis,  the  skirted 
coat,  is  -prematurely  assumed,  they  "  put  away  childish 
things."  Their  stock  of  boy-health  and  vigor  lasts 


GYMNASTICS.  97 

for  awhile,  but  too  soon,  the  love  of  mental  exertion, 
(its  twin  companion,  bodily  exercise,  having  been  put 
to  death,)  passes  languidly  away,  and  the  spurs  of  am- 
bition or  desire  of  gain  must  be  used  to  urge  on  the 
slow  paces  of  a  half-vital  existence. 

2.  Active  exercises  confer  beauty  of  form  ;  and  they 
even  contribute  to  impart  an  elegant  air  and  graceful 
manner.  The  most  perfectly-formed  man  I  ever  saw 
was  a  young  merchant,  who  was,  at  the  same  time,  an 
enthusiastic  gymnast ;  a  sculptor  would  have  rejoiced 
to  copy  his  graceful  form,  and  study  the  details  of  his 
magnificently  developed  muscles  ;  he  walked  the  streets 
with  the  carriage  of  a  Grecian  hero.  And  yet  this 
same  man  had  been  by  no  means  conspicuous  for  manly 
beauty  before  he  began  a  course  of  training  ;  he  had, 
in  fact,  entered  a  gymnasium  in  accordance  with  the 
advice  of  a  physician,  who  wished  to  drive  away  in- 
cipient consumption.  In  this  case,  daily  ablutions  in 
cold  water  accompanied  the  exercises  of  the  gymna- 
sium, and  now,  although  he  no  longer  labors  at  the 
vaulting  bar,  he  values  his  bath  more  than  his  break- 
fast, and  is  like  a  caged  lion  if  deprived  of  his  regular 
daily  exercise.  And  he  accomplishes  almost  the  work 
of  two  men  in  his  business,  yet  keeps  up  with  the 
literature  of  the  day. 

His  is  not  a  solitary  case :  I  know  of  many  such, 
but  not  enough. 

The  Oxford  and  Cambridge  students  afford  numer- 
5 


98  SCHOOL  AMUSEMENTS. 

ous  examples  of  the  mens  sana,  in  corpore  sano.  Eead 
Bristed's  "  Five  years  in  an  English  University,"  and 
admire  the  manliness  of  the  sensible  students  there. 

Recall  the  beauty  of  the  heroes  of  the  Grecian  war- 
riors, or  of  the  contestants  in  the  Olympic  games,  as 
wrought  in  the  living  marble  of  the  old  sculptors,  or 
copied  by  the  genius  of  Flaxman.  The  Greeks  were 
men,  and  all  the  more  heroes,  and  statesmen,  and  schol- 
ars, for  being  men. 

3.  A  consciousness  of  strength  and  dexterity,  natu- 
rally leads  a  man  to  noble  efforts  in  the  defence  or 
preservation  of  the  weak  or  helpless.  He  who  has 
been  taught  to  be  fearless  in  the  water,  and  has  learned 
to  rely  on  his  strength  and  endurance  of  muscle,  will 
leap  boldly  into  the  waves  to  rescue  a  drowning  per- 
son, while  a  score  of  sickly,  effeminate  fellows  will  be 
trembling  on  the  shore.  In  many  other  ways,  which 
need  not  be  mentioned,  true  courage  will  be  found  to 
be  allied  with  a  consciousness  of  power,  gained  by  ac- 
tual experience  in  manly  exercises. 

If  these  things  be  true,  it  becomes  us,  as  teachers,  to 
inquire  how  we  may  best  use  our  influence  over  those 
committed  to  our  charge,  to  make  them  men,  to 
implant  in  them  a  fondness  for  manly,  healthful  exer- 
cises, to  give  them  a  thorough  education,  physically  as 
well  as  mentally. 

In  answer  to  this  question,  I  beg  leave  to  call  the 
earnest  attention  of  teachers  to  my  descriptions  of  the 


GYMNASTICS.  99 

following  branches  of  physical  education,  which  I  offer 
as  the  results  of  considerable  personal  experience  and 
long  attention  to  the  subject,  as  displayed  in  books  and 
the  practices  of  some  of  our  best  schools. 

Drilling — so  called — has  been  already  treated  of, 
and  there  remains  to  be  said  but  little  on  that  subject. 
It  has  been  considered  mainly  as  a  means  of  interest- 
ing students  in  their  school  and  teacher,  of  teaching 
principles  of  subordination,  unanimity,  and  promptness 
of  action,  an  erectness  and  grace  of  carriage,  and  of 
affording  an  innocent  way  'of  occupying  time,  likely  to 
be  otherwise  misspent.  But  drilling  may  be  also  re- 
garded as  a  branch  of  physical  education.  The  boy 
who  maintains  "  the  position  of  a  soldier"  through  a 
long  drill  or  parade,  at  the  same  time  carrying  a  musket 
of  a  weight  by  no  means  to  be  despised,  gains  strength 
and  endurance  of  muscle,  together  with  a  certain  de- 
gree of  activity,  and  a  habit  of  alertness  and  energy 
of  motion. 

I  am  free  to  confess,  however,  that  the  tendency  of 
drilling,  unaccompanied  by  other  exercises,  is  to  give 
lads  a  certain  stiffness  of  body  which  is  by  no  means 
to  be  admired.  French  soldiers,  who  are  taught, 
most  thoroughly,  a  great  variety  of  gymnastic  exercises, 
are  celebrated  for  their  activity  and  cat-like  litheness. 
In  ranks  they  can  be  as  immobile  as  statues,  but  in 
action  they  are  as  agile  as  leopards,  and  their  powers 
of  endurance  have  been  attested  by  their  rivals,  yet 


100  SCHOOL  AMUSEMENTS. 

inferiors,  the  English  soldiers,  in  the  late  Russian 
war. 

It  is  necessary,  then,  I  submit,  to  combine  with  drilling 
any  or  all  of  the  exercises  which  are  treated  of  hereafter. 

The  teacher  will  remember,  also,  that  the  usual 
games  and  sports  of  boyhood  ought  not  to  be  discour- 
aged. Bat-ball  and  foot-fall,  "  base"  and  "  tag,"  and 
similar  sports  are  well  adapted  to  boys ;  but  while 
clinging  to  these,  they  may  yet  be  initiated  into  more 
manly  exercises,  which  may  soon  take  the  place  of 
"  childish  things." 

It  may  be  well,  at  this  point,  to  speak  for  a  moment 
of  the  old  notion  that  the  teacher  loses  dignity  by 
mingling  with  his  scholars  in  the  amusements  of  the 
play-ground.  I  am  glad  to  have  evidence  for  believ- 
ing that  this  impression  is  retreating  before  the  light 
thrown  now-a-days  on  the  profession  of  teaching.  The 
teacher  who  is  in  doubt  in  regard  to  this,  has  only  to 
try  the  experiment  of  joining  in  the  sports  of  his  boys 
to  be  convinced  that  he  may,  if  he  will  act  judiciously, 
maintain  his  dignity  in  the  school-room,  a  dignity  sup- 
ported by  the  affection  of  his  pupils,  although,  on  the 
play-ground,  he  may  have  acted  as  the  companion, 
and  even  the  equal  of  his  young  friends.  If  he  will 
but  be  the  elder  brother  or  kind  father  of  his  boys, 
leading  and  guiding  them  in  their  studies  and  sports, 
he  will  be  acting  as  a  true  teacher.  The  days  of  the 
mere  school-waster,  let  us  hope,  are  nearly  over. 


GYMNASTICS.  101 

I  come  now  to  speak,  in  course,  of  the  following  ex- 
ercises, viz. : — 

Walking,  running,  skating,  swimming,  archery,  row- 
ing, and  exercises  particularly  confined  to  the  gym- 
nasium. I  may  here  willingly  confess  my  indebtedness 
for  many  suggestions,  to  that  excellent  English  work, 
"  Walker's  Manly  Exercises,"  an  American  edition  of 
which,  I  may  add,  has  been  recently  published  in  Phila- 
delphia. 

CHAPTER    I. 

PEDESTKIANISM. 

IT  may  be  remarked,  at  starting,  that  too  much  at- 
tention is  apt  to  be  given  to  the  development  of  the 
muscles  of  the  arms  and  upper  part  of  the  body,  to  the 
neglect  of  those  of  the  lower  limbs.  Viewing  the 
matter  practically,  it  is  evident  that  there  occur  fre- 
quent instances  in  which  the  legs  are  called  upon  for 
prompt,  rapid,  and  continued  action.  In  self-preser- 
vation, or  the  rescue  of  others  from  accidents  in  the 
water ;  in  pursuit  after,  or  flight  from,  those  whom 
circumstances  render  the  enemies  of  ourselves  or  others; 
in  journeys,  or  in  forced  marches,  in  which,  as,  for  in- 
stance, in  the  case  of  Lieutenant  Strain's  party  on  the 
Isthmus  of  Panama,  life  may  depend  on  the  speed  or 
endurance  of  one  man  ;  in  these  and  other  similar  cir- 


102  SCHOOL  AMUSEMENTS. 

cumstances  there  may  often  happen  a  need  for  stout 
legs,  strong  in  large  muscles,  and  guided  by  a  thorough 
knowledge  of  what  legs  can  do. 

In  addition  to  these  considerations,  it  may  be  well 
observed  that  the  laws  of  grace  and  symmetry  demand 
that  the  muscles  of  the  whole  body  shall  be  developed 
and  strengthened.  The  brawny-armed  blacksmith 
stands,  likely  enough,  on  a  pair  of  "  spindle  shanks,'7 
while  the  postman,  or  the  professional  dancer,  has 
stout  legs,  but  puny  arms  and  a  weak  chest. 

GENERAL  DIRECTIONS. 

Exercise  of  any  kind  is  best  practised  in  the  early 
morning,  or  towards  night,  and  if  indulged  in  during 
the  day,  it  should  never  immediately  follow  a  meal. 

All  unnecessary  clothes  should  be  laid  aside,  and 
the  limbs  left  perfectly  free.  It  is  advised,  particularly, 
that  the  habit  be  formed  of  leaving  the  chest  and 
throat  exposed ;  at  least  the  practice  so  much  indulged 
in  by  boys,  of  wearing  "  comforters"  around  the  neck, 
should,  except  in  very  cold  weather,  be  discouraged. 
The  same  advice  applies  to  the  covering  of  the  head  ; 
during  exercise,  a  straw  hat,  or  light  oiled  silk  cap,  is 
best. 

Many  recommend  a  belt,  tightly  strapped  around  the 
abdomen.  When  used,  however,  it  ought  not  to  be 
strapped  too  tightly.  In  walking,  and  in  other  exer- 


GYMNASTICS.  103 

cises  not  violent,  the  belt  is  unnecessary,  but  in  run- 
ning and  leaping,  and  similar  exercises,  a  moderately 
tight  belt  answers  the  purpose  of  preventing  the  too 
violent  motion  of  the  viscera,  and  of  supporting  the 
organs  of  the  chest. 

Exercise  should  always  begin  gently,  and  end  in  the 
same  manner.  The  being  cooled  too  quickly  is  injuri- 
ous ;  therefore  a  sudden  transition  from  action  to  rest, 
drinking  cold  water  while  hot,  and  lying  on  the  ground, 
should  be  avoided.  As  soon  as  the  gymnast  ceases  his 
exertions,  he  should  resume  his  clothes  and  continue 
walking  about,  moderately,  until  thoroughly  cooled,  or 
until  ready  to  begin  again.  Men  take  this  same  care 
of  race-horses,  and  they  show  singular  folly  if  they 
neglect  themselves. 

As  preparation  for  walking  or  running,  there  are 
various  exercises  for  the  legs,  tending  to  strengthen 
their  muscles.  Some  of  these  are, 

1.  Standing  with  the  left  foot  in  place,  and  taking 
a  long  step  in  advance,  with  the  right,  bringing  the 
foot  back  to  place  promptly. 

2.  Standing  with  the  right  foot  in  place,  and  step- 
ping with  the  left. 

3.  Standing  perfectly  erect,  and  practising  any  of 
the  "  facings,"  as  taught  in  drilling. 

4.  Executing  the  peculiar  stamping  movement  used 
in  fencing,  instructions  in  which  are  contained  in  any 
"  Boys'  Own  Book." 


104  SCHOOL  AMUSEMENTS. 

5.  Standing  on  one  foot,  and  holding  the  other  in 
various  forced  positions. 

It  is  advised  that  these  be  practised  in  line — simul- 
taneously, in  obedience  to  commands — by  a  regularly 
formed  class. 

The  suggestion  might  have  been  previously  made 
that  it  is  advisable  to  form  classes  for  all  exercises, 
and  this  for  reasons  obvious  to  every  teacher. 

A  circular  "  course"  should  be  laid  out  in  the  play- 
ground, or,  better,  in  some  large,  open  field.  If  noth- 
ing better  can  be  done,  measure  off  a  course  in  the 
highway,  between  two  piles  of  stones.  Let  this  course 
be  as  smooth  and  free  from  stones,  &c.,  as  possible. 
Let  it  be  measured  in  sixteenths  of  a  mile,  or  in  rods, 
and  devise  some  plan  of  distinctly  displaying  the  de- 
grees of  distance — by  means  of  stakes,  or  marks  upon 
a  fence,  parallel  with  the  course. 

WALKING. 

In  walking,  it  is  not  expected  that  speed  will  be  at- 
tained. Good  walkers  very  seldom  accomplish  more 
than  five  miles  an  hour,  although  for  a  single  hour, 
and  even  for  two  and  three  hours,  a  pace  of  six  miles 
an  hour  has  occasionally  been  kept  up.  It  is  not  de- 
sirable for  an  adult  to  attempt  more  than  four  miles  an 
hour  for  any  long  excursion  or  trial ;  and  at  that  rate 
he  can  walk  comfortably  from  morning  to  night. 


GYMNASTICS.  105 

Boys,  of  course,  cannot  accomplish  as  much,  but 
there  are  few  of  them,  over  twelve  years  of  age,  who 
cannot  make  three  miles  an  hour,  for  a  long  walk, 
and  four  or  four-and-a-half  for  a  single  hour.  Strength 
and  patience  to  endure,  is  that  which  a  pedestrian 
needs  at  first,  to  try  to  gain.  After  he  becomes  ac- 
customed to  walking,  he  will  come  in  from  a  walk  of 
ten  or  twelve  miles  before  breakfast,  as  fresh  as  when 
he  started,  the  blood  coursing  in  every  vein,  and  with 
an  appetite  like  that  of  a  horse,  while  the  lazy  fellow 
who  has  crawled  from  bed  just  in  time  for  his  morning 
meal,  has  little  enjoyment  of  food,  or  spirit  for  the 
labors  of  the  day. 

The  walker  will  not,  of  course,  confine  himself  to 
"  the  course ;"  he  will  delight  in  country  walks,  over 
fences  and  across  lots.  And  the  teacher  will  do  well 
to  organize  excursion  parties  for  his  whole  school,  all 
starting  off  to  see  how  far  they  can  walk  in  the  after- 
noon. 

RUNNING. 

The  teacher  may  find  it  difficult  to  create  an  inter- 
est in  walking,  except  among  his  elder  pupils ;  but  all 
will  become  enthusiastic  about  running.  Enthusiasm 
naturally  accompanies  ardent  efforts  to  excel,  and  is, 
also,  stimulated  by  this  vigorous  exercise ;  for  excite- 
ment of  body  always  produces  excitement  of  mind. 

Taking  advantage  of  this  desire  to  excel,  let  the 


106  SCHOOL  AMUSEMENTS. 

teacher  form  classes  and  offer,  in  each,  "  the  champion's 
belt"  to  the  fleetest  or  most  enduring, — a  belt  made 
well  and  slightly  ornamented.  Besides  this,  it  will  be 
well  to  honor  the  champion  of  the  school.  Races  may 
be  arranged,  in  which,  by  giving  a  start  to  the  younger 
or  shorter  boys,  the  conditions  may  be  just  to  all. 
Occasionally,  therefore,  let  all  compete  together.  Let 
the  champion  wear  his  belt  until  some  one  surpasses 
him  and  gains  it. 

Directions  for  Running. 

In  beginning  a  course  of  training,  the  racer  should 
not  allow  himself  to  run  until  he  is  completely  out  of 
breath.  He  should  begin  with  short  courses,  and,  as 
he  makes  these  gradually  longer,  he  will  find  his  lungs 
grow  strong  by  exercise,  and  he  can  ultimately  run  a 
distance,  to  have  accomplished  which  at  first,  would 
have  been  impossible.- 

Let  him  learn  to  keep  the  mouth  firmly  closed  and 
to  breathe  only  through  the  nose ;  to  respire  slowly, 
filling  the  lungs  completely  at  each  inspiration,  and 
retaining  the  air  in  the  lungs  a  moment  before  letting 
it  escape.  He  will  be  astonished  to  find  that,  by  such 
practice,  he  can  become  "  long-winded,"  and  will  re- 
alize other  advantages  from  having  a  large  and  strong 
pair  of  lungs. 

In  running,  let  the  arms  be  held  firmly  at  the  sides, 


GYMNASTICS.  107 

the  fore-arm  held  so  as  to  form  an  angle  rather  acute 
at  the  elbow,  and  let  the  hands  be  clinched.  If  the 
arms  are  allowed  to  swing,  their  motion  interferes 
with  the  momentum  of  the  body.  Let  the  body  be  in- 
clined forward,  the  shoulders  and  head  thrown  back. 

After  passing  the  running  post,  it  is  best  to  keep  on 
running  a  few  rods,  and  to  keep  in  motion  for  some 
time  after  completing  a  course.  Too  sudden  a  change 
from  violent  action  to  complete  inaction  is  hurtful,  be- 
cause the  artificial  heat  created  by  muscular  exertion 
passes  off  so  rapidly  as  to  cause  colds  and  rheumatic 
complaints. 

For  a  long  course,  endurance,  or  "  bottom,"  as  it  is 
called,  is  of  more  worth  than  fleetnese.  Great  speed 
is  called  for  only  in  short  matches. 

For  boys  of  ten  or  twelve,  two  hundred  yards,  at 
full  speed,  is  quite  far  enough.  This  distance  may,  of 
course,  be  increased  for  older  boys  or  young  men. 

For  a  race  to  test  endurance,  let  a  long  course,  from 
half  a  mile  to  two  miles  be  tried  ;  or,  let  the  contest- 
ants attempt  to  pass  over  the  longest  possible  distance 
within  a  given  time,  say  from  ten  to  thirty  minutes. 

Feats  in  Running. 

A  mile  in  ten  minutes  is  good  running.  A  thousand 
yards  in  two  minutes  is  very  good  speed.  Six  hundred 
yards  in  one  minute  is  extra  fast. 


108  SCHOOL   AMUSEMENTS. 

Ten  miles  an  hour  is  done  by  all  the  best  runners. 
A  mile  in  four  minutes  has,  perhaps,  never  been  ac- 
complished, but  it  has  been  done  in  four  minutes  and 
a  half;  while  a  mile  in  five  minutes  is  frequently 
made. 

These  feats  have  been  accomplished  by  men ;  boys 
cannot  do  as  much,  but  legs  half  as  long  as  men's  legs 
ought  to  do  more  than  half  as  much. 

SKATING. 

It  will  be  unnecessary  to  do  more  than  call  atten- 
tion, briefly,  to  the  merits  of  skating  as  a  gymnastic 
exercise,  and  to  speak  of  the  best  kinds  of  skates. 

The  muscular  exertion  demanded  in  skating  is  simi- 
lar to  that  made  use  of  in  walking  and  running  ;  but 
since  the  exercise  is  taken  in  cold,  bracing,  wintry  air, 
and  at  a  season,  also,  when  the  number  and  variety  of 
out-door  sports  is  limited,  it  has  peculiar  claims  on 
our  attention. 

It  may  be  said  that  boys  need  no  instruction  in 
skating,  and  the  remark  is  quite  true.  The  subject  is 
treated  of  here  because  it  is  the  aim  of  the  writer  to 
induce  teachers  to  take  interest  in  all  the  amusements 
of  their  pupils,  and  this  in  such  a  way  as  to  gain  and 
retain  an  influence  over  them  for  their  good.  I  have 
one  other  reason  ;  I  wish  to  persuade  teachers  to  en- 
joy, themselves,  the  vigorous  exercise  and  healthful 


GYMNASTICS.  109 

warmth  and  lightness  of  inind  and  body  consequent 
upon  an  hour's  skating  in  the  bracing  north  wind. 

Skates  are  of  various  kinds,  and  it  may  be  said  that 
the  simplest  in  construction  are  the  best.  The  orna- 
mental curl  which,  for  its  grace,  is  much  admired  by 
boys,  is  a  useless  and,  sometimes,  a  dangerous  append- 
age. It  adds  to  the  weight  of  the  skate,  and  is  liable 
to  catch  against  dead  branches,  which  may  happen  to 
be  on  the  ice,  and  thus  trip  the  skater  ;  besides  this, 
if  the  foot  catches  in  an  air-hole,  or  breaks  in,  the 
curl  prevents  an  easy  release. 

The  runner  should  be  as  low  as  possible  ;  if  it  is 
high,  too  much  exertion  will  be  required  from  the 
muscles  of  the  leg  in  keeping  the  ankles  stiff.  The 
best  height  of  runner  is  about  three  quarters  of  an 
inch,  and  the  width  from  an  eighth  to  a  quarter  of  an 
inch. 

Grooved  skate-runners  are  much  used  in  this  coun- 
try, while  in  Holland,  where  skating  is  a  national  ex- 
ercise, "  flat-bottoms"  are  universally  preferred.  For 
beginners,  grooved  runners  are  of  use,  because  they 
take  a  firm  hold  on  the  ice  and  prevent  that  spreading 
apart  of  the  legs  which  is  the  young  skaters  first  trou- 
ble. But  for  those  who  have  passed  through  their 
initiation  of  bumps  and  troubles,  who  are  at  their  ease, 
at  home,  on  the  ice,  the  Dutch  pattern  is  the  best. 
With  these,  all  the  intricate  "  rollings"  and  cuttings  of 
graceful  figures  which  mark  the  skillful  skater,  can  be 


110  SCHOOL  AMUSEMENTS. 

easily  performed.  This  kind  of  skate  can  be  easily 
kept  sharp,  for  they  can  be  ground  on  a  common  grind- 
stone. 

The  bottom  of  the  iron  should  be  a  little  curved ; 
much  more  ease  and  grace  of  motion  may  be  acquired 
with  curved  than  straight  bottoms.  The  curve  of  the 
iron  should  be  an  arc  of  a  circle  whose  radius  is  two 
feet.  This  shape  enables  the  skater  to  turn  his  toe  or 
heel  outwards  or  inwards  with  equal  facility. 

The  heel  of  the  shoe  or  boot  worn  by  the  skater 
should  be  low,  so  as  to  permit  the  whole  foot  to  come 
in  close  contact  with  the  skate  and  thus  be  fastened 
firmly  to  it.  Heels  are  an  excresence  of  modern  shoes ; 
they  are  unnatural  and  would  be  extremely  awkward 
were  we  not  accustomed  to  them  from  childhood.  For 
skaters  the  rule  should  be — only  heel  enough  to  hold 
the  peg ;  and  if  the  wood  is  thick  enough,  cut  away 
that  part  on  which  the  heel  rests  and  file  down  the 
peg,  so  that  the  bottom  of  the  foot  shall  be  parallel 
with  the  surface  of  the  ice. 

Beginners  may  be  taught  to  balance  themselves  on 
their  skates  by  practising  walking  on  them  in  a  room, 
the  floor  of  which  shall  not  be  dirty  or  gritty,  and  thus 
spoil  the  edge  of  their  runners.  I  have  seen  beginners 
make  excellent  progress  by  retaining  a  hold  of  a  long 
cord,  fastened  to  a  post  or  tree  on  the  shore,  or  a  stake 
made  fast  in  the  ice ;  by  means  of  this  they  pulled 
themselves  forward,  so  that  the  arms  exerted  the  pro- 


GYMNASTICS.  Ill 

pelling  power,  giving  the  feet  a  better  chance  to  learn 
the  peculiarities  of  the  stroke. 

Dangers  in  Skating. 

"If  the  chest  is  irritable  it  is  neither  salutary  nor 
easy  to  skate  against  the  wind.  In  countries  where 
these  exercises  are  general,  inflammations  of  the  chest 
are  very  common  in  winter. 

"  Skating  sometimes  exposes  to  much  danger.  If  the 
skater  find  that  he  cannot  get  away  from  rotten  ice, 
he  must  crawl  over  it  on  his  hands  and  knees,  in  order 
to  reduce  his  weight  on  the  supporting  points.  If  he 
fall  at  length  on  weak  ice,  he  must  roll  away  from  it 
towards  ice  more  firm.  If  he  fall  into  a  hole,  he  must 
extend  his  arms  horizontally  over  the  edges  of  the 
unbroken  ice  and  only  tread  water  till  a  plank  is  pushed 
towards  him  or  a  rope  thrown  for  his  hold."  (Walker's 
Manly  Exercises.) 

From  these  few  hints  and  instructions,  the  teacher, 
although  not  a  practised  skater,  may  gather  informa- 
tion which,  with  other  acquirements  in  similar  exer- 
cises, shall  tend  to  give  him  that  influence  over  his 
scholars,  both  indoors  and  out,  which  he  may  and 
ought  to  have  and  retain. 


112  SCHOOL   AMUSEMENTS. 


SWIMMING. 

The  writer  was  once  saved  from  drowning  by  the 
fearless  action  of  a  friend,  who  leaped  into  the  water, 
in  full  dress,  and  rescued  him  at  the  last  moment.  It 
is  not  strange,  therefore,  that  he  feels  as  if  he  were 
only  discharging  a  part  of  the  debt  which  he  owes  to 
his  fellow-men,  in  urging  on  all  the  acquirement  of 
the  noble  and  healthful  art  of  swimming. 

If  swimming  should  be  taught  in  all  our  schools,  to 
both  boys  and  girls,  how  many  lives  might  be  preserv- 
ed !  It  is  true  that  boys  generally  learn  to  swim,  and 
that  without  instruction,  but  they  practise  the  art 
merely  as  an  amusement,  and  only  they  who  are  natu- 
rally daring  and  energetic  become  sufficiently  expert 
and  fearless  to  afford  reliable  assistance  to  others,  or 
to  save  themselves,  in  circumstances  of  danger.  But 
it  must  need  little,  if  any  argument  to  prove  that  all 
may  profit  by  suitable  instructions,  and  by  practice  in 
various  methods  of  swimming — with  or  without  clothes 
and  weights,  alone  or  grappled  by  others,  &c.,  &c. 
And  it  is  submitted  here,  that  it  is  the  duty  of  teachers, 
a  duty  which  they  owe  to  humanity,  to  teach  swimming 
to  their  scholars,  to  prepare  them  for  the  accidents 
which  they  are  so  likely  to  meet,  during  life,  on  the 
water.  While  they  are  fulfilling  this  duty,  they  will 
be,  at  the  same  time,  instructing  their  scholars,  and 


GYMNASTICS.  113 

adding  to  the  general  reputation  and  success  of  their 
schools. 

Confidence. 

A  great  reason  why  boys  do  not  learn  to  swim 
easily,  why  they  do  not  generally  acquire  a  practical 
and  thorough  acquaintance  with  the  art,  is  because 
they  lack  confidence. 

In  the  first  place,  the  uncertainty  and  unknown 
depths  of  the  water  naturally  alarm  them.  They  are 
about  to  trust  their  life  to  an  element  which  is  proverb- 
ially treacherous.  They  fear  the  dark  holes  which 
may  be  waiting  to  swallow  them  down  to  a  dismal  and 
horrid  death. 

In  the  second  place,  they  are  not  assured  of  the  fact 
that  their  bodies  will  naturally  float.  They  fear  that 
they  shall  sink,  and  as  soon  as  their  feet  are  off  the 
bottom,  in  an  effort  to  swim,  they  make  convulsive 
efforts  to  support  themselves.  These  efforts  teach 
them  nothing.  Swimming  is  only  to  be  learned  by 
slow  and  regular  attempts  in  moving  the  arms  and 
legs.  During  these  hurried,  frightened,  and  vain  ef- 
forts to  sustain  themselves  in  the  water,  their  heads, 
which  they  do  not  know  is  the  heaviest  part  of  their 
bodies,  naturally  gets  under  water ;  they  become 
blinded  and  half  suffocated  ;  their  terrors  are  increas- 
ed, and  they,  at  last,  scramble  out,  more  than  ever  con- 


114  SCHOOL  AMUSEMENTS. 

vinced  that  the  water  and  their  bodies  are  natural 
enemies. 

The  confidence  they  need  may  be  easily  given  to 
them  by  a  teacher  who  has  read  the  following,  or  other 
instructions,  and  who  enters  systematically  on  the  busi- 
ness of  teaching  the  art. 

Time. 

In  the  Northern  States,  the  season  for  bathing  ex- 
tends from  the  middle  of  May  to  the  middle  or  end  of 
September.  The  danger  of  entering  the  water  too 
early  in  the  season  should  be  explained  by  the  teacher. 
Boys  are  anxious  to  "  go  in  swimming"  by  the  first  of 
May,  during  those  warm  spring  days,  when  they  be- 
come heated  by  exercise.  But  at  that  time  they  have 
not  left  off  their  winter  clothes,  their  warm  undergar- 
ments, and  the  change  from  being  warmly  clad  to 
nudity  and  contact  with  cold  water,  is  greater  than 
they  think  for.  My  father  used  to  give  me  this  rule  : 
Don't  go  into  the  water  until  a  week  after  you  have 
left  off  wearing  your  under-shirt. 

Morning  is  a  better  time  for  bathing  than  evening. 
It  is  not  advisable  to  enter  the  water  before  digestion 
is  finished.  One  should  never  bathe  while  in  a  perspi- 
ration ;  it  is  unwise  even  to  undress  while  perspiring 
freely,  unless  in  very  warm  weather,  and  during  the 
middle  of  the  day. 


GYMNASTICS.  115 

Place. 

Of  all  places  for  swimming,  the  sea  is  best ;  running 
water  next ;  and  ponds  the  worst.  Whatever  place  is 
chosen,  let  the  character  of  the  bottom  and  the  depths 
be  accurately  learned  by  all.  Stakes  may  be  driven 
to  mark  the  line  beyond  which  the  depth  is  "over 
head."  For  diving,  care  must  be  taken  that  there  is 
always  sufficient  depth,  and  that  the  bottom  is  free 
from  stones. 

Dress. 

Due  regard  to  modesty,  in  the  case  of  a  teacher  and 
his  class,  requires  that  short  drawers  be  worn  by  all. 
A  little  ingenuity  and  effort  will  supply  them.  If  the 
bottom  be  stony  or  shelly,  canvass  slippers,  no  matter 
how  roughly  made,  are  desirable.  Leather  shoes  be- 
come useless  after  a  few  exposures  to  saturation  and 
drying. 

Each  scholar  should  have  a  suit  of  old  clothes  ready 
to  be  worn  in  the  water,  after  sufficient  progress  has 
been  made  in  plain  swimming. 

First  Lesson. 

"Wet  the  head  on  entering  the  water.  Avoid  stand- 
ing still  long  at  a  time,  while  naked,  either  in  or  out 
of  the  water.  Let  the  instructor,  followed  by  his  class, 


116  SCHOOL  AMUSEMENTS. 

wade  cautiously  all  over  the  ground,  in  order  that  the 
boys  may  see  that  it  is  nowhere  over  their  shoulders. 
Let  all  be  convinced  of  this,  so  that  no  one  shall  fear 
getting  beyond  his  depth. 

Let  the  teacher  now  show  his  class  the  buoyancy  of 
his  body  by  floating ;  or,  if  he  cannot  float,  let  him 
illustrate  the  difficulty  of  keeping  his  body  beneath  the 
surface  of  the  water.  Let  him  explain  why  the  chest 
is  the  lightest  part  of  the  body,  the  limbs  next  in  den- 
sity, and  the  head  the  heaviest.  In  salt  water,  one- 
tenth  of  the  weight  of  the  body  will  remain  above  the 
surface ;  in  fresh  water  one-eleventh.  If,  therefore, 
the  body  can  assume  such  a  position  as  to  leave  above 
the  surface  the  nose  and  eyes,  for  the  sake  of  seeing 
and  breathing,  the  swimmer  may  float  at  ease. 

As  an  experiment  in  further  illustration  of  the  buoy- 
ancy of  the  body,  let  the  beginner,  standing  breast- 
high  in  the  water,  attempt  to  bring  up  a  handful  of 
sand  from  the  bottom.  He  will  find  it  difficult  to  sink 
himself,  although  his  head  is  under.  Dr.  Franklin 
advises  the  boy  to  try  to  bring  up  an  egg,  left  purposely 
at  the  above  depth.  To  accomplish  this,  he  must  go 
down  with  his  eyes  open.  There  is  no  trouble  in 
doing  this,  if  the  experimenter  will  only  think  so.  It 
is  important  for  all  to  learn  to  use  their  sight  under 
water,  as,  for  instance,  in  cases  where  a  drowning 
person  has  sunk,  and  a  diver  plunges  down  to  bring 
up  the  body. 


GYMNASTICS.  117 

Require  every  boy  to  try  to  bring  up  the  egg  or 
sand.  Let  all  learn  in  this  lesson,  first,  that  it  is  im- 
possible for  the  body  to  sink,  as  long  as  the  lungs  are 
filled  with  air ;  and,  second,  that  the  place  chosen  is 
safe. 

Aids. 

In  succeeding  lessons,  the  first  principles  of  swim- 
ming may  be  taught. 

The  aid  of  the  hand  is  much  better  than  corks,  blad- 
ders, or  any  similar  supports.  Let  the  instructor  offer 
his  hands,  held  firmly  just  beneath  the  surface,  as  a 
support  for  the  body  of  the  pupil,  one  hand  being 
placed  under  the  chest,  and  the  other  under  the  abdo- 
men. Hold  the  boy  thus,  urging  him,  at  the  same 
time,  to  trust  himself  fearlessly  to  your  care.  If  he 
doubts  your  ability,  you  may  easily  convince  him  that 
he  can  hold  you  ;  that  the  water  helps  to  sustain  the 
weight.  When  he  is  quietly  resting  on  your  hands, 
tell  him  to  draw  up  his  legs,  and  kick  them  backwards, 
like  a  frog,  but  not  violently.  When  he  does  this 
properly,  instruct  him  in  the  proper  motions  of  the 
arms  and  hands.  Require  all  to  take  the  same  lesson. 

For  the  next  attempt,  provide  pieces  of  cork  or  light 
wood,  about  a  foot  long,  and  six  or  seven  inches  broad, 
fasten  bands  to  these,  so  that  they  may  be  tied  on  the 
back  ;  let  one  end,  which  may  be  rounded,  lie  between 
the  shoulder-blades.  To  this  cork  or  float,  other  pieces 


118  SCHOOL  AMUSEMENTS. 

may  be  added,  and  be  so  arranged  that,  as  the  swim- 
mer improves,  they  may  be  left  off,  one  by  one.  If, 
with  these,  a  pupil  seems  to  find  difficulty  in  learn- 
ing, take  him  upon  your  hands,  and  teach  him.  But 
do  not  force  them  to  learn  ;  convince  them  that  there 
is  no  danger,  and  they  will  not  require  force. 

Eespiration. 

Let  the  pupils  be  advised  to  breathe  slowly  and 
regularly,  and  to  draw  in  the  breath  at  the  moment 
when  the  stroke  has  just  been  given  with  the  hands, 
and  the  head,  therefore,  is  well  above  the  water.  If 
the  air  is  inhaled  while  the  hands  are  thrust  forward 
and  the  stroke  is  given  by  the  legs,  the  mouth  will  be 
so  near  the  surface  as  to  make  it  likely  that  water  will 
be  taken  in  and  strangling  ensue. 

Coming  Out. 

As  soon  as  the  pupil  feels  weary,  or  becomes  chilly 
and  numb,  he  should  come  out  and  dress  himself.  It 
is  strongly  advised  that  friction  be  used  before  dress- 
ing ;  this  restores  the  circulation  of  the  blood,  creates 
an  agreeable  glow,  and  strengthens  the  joints  and 
muscles. 


GYMNASTICS.  119 

General  Suggestions. 

Directions  for  the  various  kinds  of  swimming  are 
contained  in  almost  any  "  Boys'  Own  Book,"  and  in 
Dr.  Franklin's  works.  It  seems  unnecessary  to  refer 
to  these  here,  because  they  are  for  amusement  more 
than  utility.  True,  a  person  obliged  to  swim  a  great 
distance  has  occasion  to  relieve  himself  by  resorting 
to  the  various  methods  of  propulsion  or  rest ;  but  these 
are  easily  acquired.  But  the  teacher  should  encourage, 
and  indeed  require,  practice  in  swimming  with  the 
clothes  on  ;  in  leaping  into  the  water,  in  full  dress, 
from  a  height  as  great  as  that  from  the  deck  of  a  ship  ; 
in  swimming  with  a  weight  on  one  arm  ;  in  supporting 
the  body  of  a  comrade,  or  carrying  him  to  the  shore  ; 
in  avoiding  the  clutches  of  one  of  their  number  who 
may  act  as  a  drowning  person  would  ;*  to  dive  and 
bring  up  a  weight  equal  to  that  of  a  drowned  person  ; 
to  swim  for  a  long  time  ;  to  swim  long  under  water  ; 
and  all  such  practice  as  can  be  thought  of,  which  will 
be  likely  to  be  of  practical  use.  Let  the  boys  be  ani- 
mated to  excel  in  these  respects  with  the  hope  of  being 
better  able  to  save  their  own  and  others'  lives. 

Cramp  may  be  cured  or  relieved  by  thrusting  the 
leg  violently  downwards,  at  the  same  time  drawing  up 
the  toes.  If  this  does  not  succeed,  let  the  swimmer 

*  The  method  to  be  adopted  in  such  a  case  is  to  avoid  the  fatal  grasp 
by  approaching  the  drowning  person  from  behind. 


120  SCHOOL  AMUSEMENTS. 

turn  upon  his  back  and  kick  the  limb  out  into  the  air, 
in  which  element  he  can  make  a  more  vigorous  stroke. 
If  this  fails,  let  him  support  himself  in  an  erect  posi- 
tion, by  the  motions  of  the  hands,  until  help  comes. 
Persons  liable  to  the  cramp  should  never  go  beyond 
their  depth. 

Some  bathers  are  much  annoyed,  and  indeed,  perma- 
nently injured,  from  water  getting  into  their  ears. 
This  may  be  prevented  by  stopping  the  ears  with  cot- 
ton saturated  with  oil. 

I  cannot  leave  this  subject  without  urging  on  the 
attention  of  parents  and  teachers  the  importance  of 
accustoming  the  girls,  as  well  as  the  boys,  to  the  water. 
They  are  of  the  sex  which  is  to  receive  aid,  and  they 
should  be  taught  at  least  to  become  so  familiar  with 
the  water  as  to  retain  their  presence  of  mind  in  case 
of  accident  on  the  water,  to  sustain  themselves,  and  to 
swim  also  if  possible. 

MISCELLANEOUS  EXERCISES. 

If  the  teacher  will  bear  in  mind  that  one  great  ob- 
ject which  he  has  in  view,  in  engaging  in  and  superin- 
tending the  sports  of  his  boys,  is  to  afford  them  inno- 
cent and  profitable  occupation  for  hours  which  are  too 
often  worse  than  misspent,  he  will  not  think  it  unim- 
portant to  attend,  briefly,  to 


GYMNASTICS.  121 

ARCHERY. 

If  he  will  assist  his  young  friends,  by  his  advice,  in 
preparing  bows  and  arrows,  and  targets,  in  making 
rules  for  practice,  and,  generally,  in  giving  an  impor- 
tance to  this  exercise  by  starting  and  regulating  it 
himself,  he  may  easily  succeed  in  making  this  one  of 
the  most  interesting  of  the  sports  of  the  play-ground. 
The  following  hints  may  be  of  use  : — 

Bows  are  best  which  are  made  from  seasoned  hick 
ory,  cedar,  ash  or  elm.  Their  lengths  should  be  equal 
to  the  heights  of  their  owners.  The  string  should  be 
of  linen,  whipped  with  silk  at  the  part  where  the  end 
of  the  arrow  is  to  be  fixed.  When  strung,  the  cord  of 
a  bow  five  feet  long  should  be  five  inches  from  the 
bow,  at  the  silk. 

Arrows  are  generally  made  from  ash,  birch  or  pine. 
For  long  ranges  they  should  be  about  two  feet  three 
inches  in  length,  for  the  largest  bows.  For  target  prac- 
tice, the  arrow  should  be  longer  and  stouter.  Plumed 
arrows  are  best.  It  is  not  difficult  to  plume  an  arrow. 
The  feathers  may  be  chosen  from  the  smallest  goose- 
quills,  from  the  wing-feathers  of  hens,  or  from  dove- 
feathers.  If  these  are  carefully  and  neatly  fastened 
in  the  end  of  the  arrow,  the  increased  directness  of  its 
flight  will  pay  for  the  trouble. 

Targets  may  be  made  without  instructions.     It  is 
6 


122  SCHOOL  AMUSEMENTS. 

best  to  have  two,  and  to  fire  from  No.  1  at  No.  2  till 
the  ammunition  of  all  is  exhausted ;  then  seek  them 
and  fire  from  No.  2  at  No.  1.  In  this  way  no  one  need 
expose  himself  to  being  hit,  and  time  is  saved  in  going 
after  arrows  and  returning. 

There  are  two  ways  of  registering  shots  :  as  "  best 
shots"  and  "  best  average  shots."  Let 

a    shot  within  the  "  bull's  eye"  count  ten  ; 

"      "          "      1st  circle  "     seven ; 

"      "          "      2d      "  "     five; 

"      "    without  "       "  "     three ; 

"      "    striking  on  the  edge  "     one. 

Thus,  if  two  boys  make  a  match,  and  one  hits  the 
"  bull's  eye"  (ten)  and  the  edge  (one)  while  the  other 
hits  within  the  first  circle  (seven)  and  within  the 
second  circle  (five) ;  the  first  makes  eleven,  and  the 
second  twelve.  This  seems  the  fairest  way  of  judging 
of  the  relative  skill  of  the  two  marksmen ;  for  two 
fair  shots  are  better  than  one  very  good  one  and  one 
very  poor  one. 

The  distance  from  target  to  target  may  vary  from 
thirty  to  fifty  yards,  for  the  larger  boys  ;  from  twenty 
to  thirty,  for  the  smaller. 

.  Shoot  always  with  or  against  the  wind  ;  a  side  wind 
interferes  with  the  course  of  the  arrow. 

It  is  suggested  that  a  very  pleasing  public  exhi- 
bition may  be  made  of  the  proficiency  of  the  boys  of  a 
school  in  pedestrianism  and  archery.  Sensible  parents 


GYMNASTICS.  123 

will  be  pleased  to  see  their  sons  engaged  in  such 
amusements,  rather  than  herding  together  for  mischief 
and  profligacy. 

ROWING. 

Where  boating  is  practicable,  the  teacher  may  find 
it  desirable  to  have  a  boat  club.  Familiarity  with 
boats,  skill  in  rowing  and  steering  them,  and  confi- 
dence and  fearlessness  on  the  water,  are  attainments 
which  it  would  be  well  for  every  boy  to  make.  The 
exercise  of  rowing  is  most  healthful,  especially  since  it 
is  pursued  in  the  fresh,  open  air. 

The  best  boats,  for  six  and  eight  oars,  cost,  in  New 
York,  from  $150  to  $300.  A  good  four-oared  wherry 
may  be  procured  for  from  $75  to  $100.  But  a  large, 
flat-bottomed  boat,  may  be  procured  for  fifty  dollars  ; 
if  ornaments  and  paint  are  dispensed  with,  for  less. 
These  different  sums,  divided  among  a  club  of  ten  or 
fifteen  boys,  will  not  amount  to  very  much  for  each. 

Instructions  in  rowing  cannot  be  easily  given  on 
paper.  A  few  hours'  practical  teaching  from  a  boat- 
man or  sailor  will  be  worth  more  than  pages  of  theo- 
retical information. 


124  SCHOOL   AMUSEMENTS. 


CRICKET. 

This  English  game,  as  yet  not  much  played  in  this 
country,  is  worthy  the  attention  of  the  teacher  who 
seeks  to  add  to  the  variety  of  play-ground  exercises. 
It  is  the  most  popular  of  the  athletic  sports  of  Eng- 
land, and  whether  played  by  experienced  hands  accord- 
ing to  scientific  rules,  or  by  a  few  lads,  in  a  compara- 
tively irregular  manner,  it  is  an  admirable  pastime. 

The  best  rules  for  conducting  the  game,  with  both 
single  and  double  wicket,  with  which  the  writer  is 
familiar,  are  contained  in  the  "Boys'  Treasury  of 
Sports,"  an  English  work,  but  which  is  republished  in 
this  country. 

FOOT-BALL. 

Strange  to  say,  this  excellent  game  is  but  little  prac- 
tised out  of  New  England,  but  wherever  it  is  known, 
it  is  a  favorite  sport. 

Balls  made  from  India-rubber  are  cheaper  and  better 
than  the  old-fashioned  blown  bladder,  with  leather 
case,  but  the  latter  is  often  procurable  where  the  former 
is  not. 

In  choosing  sides,  care  should  be  taken  that  the 
larger  boys  be  equally  divided ;  upon  them  depends 
the  impetus  of  strength  and  weight  which  frequently 


GYMNASTICS.  125 

"crowds"  or  "rushes"  the  ball  "to  bounds."  The 
smaller  boys  should  act  as  skirmishers,  leaving  the 
brunt  of  the  game  to  fall  upon  the  heavy  infantry. 

Finally,  the  teacher  may  well  interest  himself  in  dis- 
covering and  reviving  old  games,  and  in  inventing  new 
ones.  "Strutt's  Ancient  Pastimes"  contains  many 
most  amusing  and  interesting  games,  some  of  which 
are  deserving  of  revival. 

We  now  come  to  speak  of  Gymnastics,  as  exercises 
conducted  with  the  aid  of  apparatus  are  commonly 
called. 

GYMNASTICS. 

We  will  first  speak  of  the  simplest  forms  of  appara- 
tus, such  as  are  within  the  reach  of  the  teacher  of 
every  village  school. 

The  Vaulting  Bar  is  the  simplest,  but  one  of  the 
most  useful,  of  the  instruments  ordinarily  used  by 
gymnasts.  Upon  it  a  greater  variety  of  exercises  may 
be  practised  than,  perhaps,  upon  any  other  single 
"  contrivance."  It  is  easily  constructed  ;  the  teacher 
who  has  any  acquaintance  with  the  use  of  carpenters' 
tools  can  make  and  put  one  up,  with  a  few  hours' 
labor. 

In  Plate  I.,  on  the  left,  are  seen  two  of  these  bars  ; 
the  details  of  their  construction,  together  with  instruc- 
tions for  their  use,  will  be  given  hereafter. 

On  the  right  of  the  same  plate  is  seen  the  Jump- 


126  SCHOOL  AMUSEMENTS. 

ing  Cord.  It  consists  simply  of  two  upright  posts, 
firmly  planted  in  the  ground,  with  pegs  of  iron  jutting 
from  them  at  regular  intervals,  which  sustain  a  cord  ; 
this  is  kept  "  taut"  by  the  weight  of  bags  of  sand, 
fastened  to  either  end.  By  this  contrivance,  the 
jumper,  if  he  happens  to  hit  his  feet,  will  not  trip,  and 
the  bags  of  sand  can  hurt  no  one,  if  the  cord  is  carried 
forward  violently  by  the  unlucky  or  unskillful  trip  of 
the  jumper.  It  will  be  seen  at  a  glance  that  this  piece 
of  apparatus  will  cost  less  even  than  the  Vaulting 
Bar. 

With  these  two  alone  very  many  interesting  and 
profitable  exercises  may  be  practised  ;  and  the  scholars 
will  thank  their  teacher  for  providing  for  them  these 
simple  and  inexpensive  means  of  enjoyment. 

If  the  teacher  wishes,  he  can  add  the  Parallel 
Bars,  seen  on  the  right  and  in  front  of  the  plate,  at 
but  little  expense.  The  upper  bars  need  to  be  of  hard 
pine,  and  planing  is  necessary  ;  but  a  few  dollars  will 
cover  the  cost  of  them.  For  details  of  construction 
and  use,  see  below. 

Now  there  is  not  a  teacher  in  the  land  who  cannot 
erect  one  or  all  of  these  three  aids  to  gymnastic  exer- 
cises in  his  yard  or  play-ground.  I  wish  I  could  in- 
duce all  of  them  to  try  the  experiment  of  introducing 
these  exercises  to  their  scholars.  They  would  find,  I 
am  sure,  that  both  their  scholars  and  themselves  would 
be  profited  by  them. 


GYMNASTICS.  127 

Description  of  Plate  I. 

The  apparatus  here  illustrated  has  been  planned 
after  considerable  experience  in  various  gymnasiums — 
experience  in  erection  and  practice.  The  whole  is 
designed  to  be  put  up  out  of  doors,  compactly  and 
strongly,  and  at  the  least  possible  expense.  But  little 
ingenuity  is  required  to  adapt  the  various  parts  to  an 
indoor  arrangement,  if  a  suitable  room  is  at  the  com- 
mand of  the  teacher. 

There  are  ten  different  kinds  of  apparatus,  namely  : 

Two  Vaulting  Bars,  Swing, 

Upright  Bars,  Inclined  Board, 

Single  Rope,  Jumping  Cord, 

Ladder,  Parallel  Bars, 

Rope  Rings,  Horse. 

These  include  the  principal  contrivances  of  our  best 
gymnasiums.  Others  might  be  added,  but  at  an  ex- 
pense increased  beyond  the  advantages  to  be  gained 
from  them. 

The  whole  expense  should  come  within  fifty  dollars, 
and  if  the  teacher  is  mechanically  inclined,  and  will, 
with  the  assistance  of  some  of  his  older  boys,  do  most 
of  the  work  himself,  it  may  be  made  to  cost  much  less. 


128  SCHOOL   AMUSEMENTS. 

Construction. 

The  main  frame-work, — which  is  represented  in  the 
plate  as  being  put  together  with  hardly  enough  solid- 
ity and  firmness,  should  consist  of  two  stout  posts,  with 
a  cross-bar.  The  posts  should  be  deeply  set  in  the 
ground,  and  may  be  rendered  more  firm  by  stanchions 
in  various  places.  The  uprights  should  be  from  fifteen 
to  eighteen  feet  in  height,  and  should  stand  at  a  dis- 
tance of  about  twenty-five  feet  apart.  The  ladder,  by 
being  made  fast  to  buried  posts  at  the  bottom,  and 
screwed  by  iron  clamps  to  the  cross-bar,  may  be  made 
to  steady  the  whole  frame-work,  and  prevent  its  sway- 
ing toward  either  side. 

The  perpendicular  Parallel  Bars,  (on  the  left,  within,) 
should  be  made  of  clear  stuff,  two  inches  in  diameter, 
round  and  perfectly  smooth,  and  twenty  inches  apart ; 
they  should  be  morticed  squarely  into  the  cross-bar,  to 
prevent  turning,  and  should  be  secured,  in  position, 
below,  by  being  made  to  enter  a  stout  piece  of  scant- 
ling, buried  beneath  the  surface  of  the  ground. 

The  Single  Rope,  which  hangs  next  to  these  bars, 
needs  hardly  any  explanation.  It  should  be  of  a  size 
just  large  enough  for  convenient  grasping.  It,  as  well 
as  the  other  ropes,  should  be  made  to  work  on  a  hook, 
firmly  inserted  in  the  cross-bar,  and  connecting  with  it 
by  an  iron  "  eye ;"  by  constant  use,  a  rope,  without 
iron  gearing,  will  soon  become  so  much  worn  as  to  be 


GYMNASTICS.  129 

dangerous.  The  hooks  ought  to  pass  through  the 
cross-bar,  and  be  secured  by  "  nuts"  above. 

The  Ladder  should  be  made  of  hard  smooth  pine, 
and  be  most  solidly  put  together.  It  is  the  most  ex- 
pensive part  of  the  apparatus,  and  may  be  dispensed 
with ;  and  if  given  up,  its  place  as  a  support  of  the 
frame-work  may  be  supplied  by  a  stout,  smooth  pole. 
There  might  be  two  of  these  poles,  one  on  each  side 
of  the  frame.  The  ladder  should  be  inclined  to  the 
frame  at  an  angle  of  35°  or  40°.  It  should  be  two  feet 
wide  ;  rounds  should  be  small  and  smooth,  and  placed 
at  a  distance  of  fourteen  inches  apart.  All  angles  and 
corners  must  be  avoided  in  this  and  all  the  other  parts 
of  the  apparatus. 

The  Rings  of  the  next  contrivance  should  be  made 
of  iron,  six  indies  in  diameter,  and  should  hang  about 
six  feet  from  the  ground.  They  may  be  covered  with 
leather  or  by  a  waxed  cord,  wound  evenly  around 
them,  or  may  be  left,  smoothly  filed,  of  plain  iron. 

The  Bar  of  the  Swing,  which  comes  next,  should  be 
of  hickory,  an  inch  and  a  quarter  in  diameter,  and  two 
feet  in  length.  It  should  hang  on  a  level  with  the 
rings.  It  is  intended  for  the  grasp  of  the  hands,  from 
beneath,  and  not  as  a  seat.  The  ropes  of  both  these 
swings  may  be  shortened  by  means  of  knots,  made  fast 
by  pegs. 

On  the  inside  of  the  right-hand  upright,  holes  an 
inch  in  diameter  may  be  bored,  six  inches  apart,  deep 
6* 


130  SCHOOL  AMUSEMENTS. 

enough  to  admit  stout  pegs  ;  these  pegs  should  project 
far  enough  to  serve  as  grasps  for  the  hands,  and  should 
work  easily  in  their  holes.  Two  pegs  are  required, 
by  means  of  which  a  strong-armed  boy  may  hoist  him- 
self up,  peg  by  peg,  to  the  top,  and  come  down  again. 

The  Inclined-  Board  should  be  made  of  two-inch 
stuff,  about  eighteen  inches  wide,  and  twelve  or  four- 
teen feet  long.  It  should  be  planed  perfectly  smooth 
on  the  upper  side.  It  is  here  represented  as  acting  as 
a  support  to  its  end  of  the  frame,  inclining  at  an  angle 
of  45°  ;  but,  if  the  frame  can  be  made  firm  without  it, 
it  will  be  well  to  contrive  means  by  which  a  less  incli- 
nation niay  be  secured.  The  use  of  this  board  is  shown 
by  the  drawing  in  Plate  IV.  ;  from  which  it  may  be 
judged  that  the  less  the  inclination,  the  greater  will  be 
the  difficulty  of  climbing  it.  The  ascent  of  a  smooth 
board,  standing  perpendicularly,  is  not  impossible. 

The  Jumping  Cord  has  been  already  mentioned.  In 
regard  to  the  height  and  distance  apart  of  the  up- 
rights, the  teacher  may  exercise  his  own  judgment. 
At  distances  of  one  inch,  along  the  front  face  of  both 
posts,  short,  smooth  iron  pegs  should  be  inserted,  pro- 
jecting just  far  enough  to  sustain  the  cord,  and  not  to 
interfere  with  its  removal.  Of  course,  the  correspond- 
ing pegs  of  each  post  should  be  of  the  same  height ; 
and  the  distance  in  inches  should  be  marked  on  both 
sides.  Bags  of  sand  are  much  better  than  any  other 
weights  to  keep  the  cord  taut,  for,  as  has  been  inti- 


GYMNASTICS.  131 

mated,  the  jumper  may  catch  his  toes  against  the  cord, 
dragging  it  violently  along  with  him,  and  bystanders 
are  in  danger  of  being  struck  by  the  flying  weights. 

The  Parallel  Bars  (on  tne  right  and  front)  should 
be  made  of  two-inch  stuff,  of  the  best  clear,  hard  pine  : 
the  supports  should  be  well  planted,  about  four  feet 
apart  (in  the  length)  ;  the  height  of  the  bars  from  the 
ground  should  be  about  four  feet ;  they  may  be  ten 
or  fifteen  feet  long,  and  seventeen  inches  wide,  inside  ; 
the  hand-rails  should  be  rounded  at  the  top,  and  be 
made  so  wide  that  the  fingers  cannot  grasp  or  touch 
beneath. 

The  Vaulting  Bars  (on  the  left)  should  be  supported 
by  well  planted  uprights  ;  the  bars  may  be  of  ash  or 
hickory,  of  two-inch  stuff,  worked  perfectly  round  and 
smooth  ;  one  end  at  least  should  be  morticed  squarely 
into  its  upright.  The  bar  nearest  the  main  frame- 
work should  be  six  or  six-and-a-half  feet  high,  and  six 
feet  long  ;  the  lower  one  may  be  a  foot  less  in  height 
and  length.  A  third  bar  may  be  added,  if  a  large 
proportion  of  the  gymnasts  are  quite  small.  There 
are  ways  of  arranging  the  bar  so  that  it  may  be  raised 
and  lowered,  for  persons  of  different  heights ;  but 
greater  expense  would  be  incurred  if  such  plans  were 
adopted,  and  that  at  a  sacrifice  of  convenience.  Where 
room  must  be  economized,  the  movable  bar  is  de- 
sirable. 
The  Horse — which  is  not  a  necessary  animal  in  the 


132  SCHOOL  AMUSEMENTS. 

play-ground — should  be  made  of  a  solid  beam  of  well- 
seasoned  wood,  rounded  at  the  sides,  top  and  ends  ;  it 
should  be  five-and-a-half  feet  long  two-and-a-half 
feet  in  diameter,  and  the*  top  four  feet  at  least  from 
the  ground.  The  legs  may  be  planted  in  the  ground  ; 
but  if  they  be  made  to  spread,  they  need  not  enter  the 
earth,  for  it  will  not  be  easy  to  overturn  it.  The 
handles,  which  represent  the  front  and  back  of  the 
saddle,  should  be  very  firmly  fastened  on  ;  their  shape 
and  position  are  shown  in  the  diagram  in  Plate  IV. ; 
they  should  be  about  sixteen  inches  apart.  The  seat 
may  be  padded  with  leather. 

In  the  whole  construction,  the  greatest  care  should 
be  taken  to  have  everything  made  as  thoroughly  as  is 
possible.  If  accidents  ever  occur,  let  the  teacher 
never  have  to  blame  himself  for  having  been  in  any 
degree  the  cause. 

Exercises. 

It  seems  unnecessary  to  enter  into  details  of  instruc- 
tion on  the  uses  of  these  ropes  and  bars.  If  the  more 
important  feats  of  strength  and  agility  are  pointed 
out,  and  the  modus  operand*  explained,  the  instinct 
which  boys  have  for  leaping  and  climbing  will  teach 
them  all  the  variety  which  will  be  necessary. 

It  will  be  important  that  the  teacher  become  able  to 
take  the  lead  in  everything.  Precept  and  example 
must  go  hand  in  hand,  but  example,  in  gymnastics. 


GYMNASTICS.  133 

must  be  a  little  in  advance.  It  will  not  be  difficult,  it 
is  hoped,  for  a  teacher  to  learn  these  exercises  from 
the  following  instructions.  Let  him  endeavor  to  show 
just  how  to  do  a  particular  feat ;  his  pupils  can  imi- 
tate an  action  more  easily  than  they  can  understand  a 
description  of  it. 

These  exercises  are  designed  to  give  strength  to  all 
the  muscles  of  the  body.  It  is  true  that  more  labor  is 
furnished  for  the  arms  than  the  legs,  but  this  is  because 
the  arms  are  more  important  than  the  legs,  at  least  in 
many  respects  ;  and  because,  in  exercising  the  arms, 
the  chest,  which  contains  the  vital  organs,  is  strength- 
ened and  expanded.  To  prove  this,  it  will  be  inter- 
esting to  take  the  measurement  of  the  circumference  of 
the  chests  of  all  of  the  pupils,  passing  the  cord  around 
just  at  the  arm-pits,  and  to  notice  the  gradual  expan- 
sion which  will  be  consequent  on  regular  and  vigor- 
ous exercises. 

It  will  be  appropriate  for  the  teacher  to  give  his 
class  a  lecture  on  the  muscular  system,  and  the  physical 
necessity  of  exercise. 

The  first  thing  to  be  acquired  is  a  good,  firm  grasp 
of  the  hand.  This  will  .be  wanted  in  every  variety  of 
exercise.  Let  us  begin,  then,  by  attempting  to 
strengthen  the  muscles  of  the  fingers  and  hand.  The 
parallel  bars  will  give  strength  to  the  wrist  and  fore- 
arm. 

1.  Stand  within  the  bars  ;  grasp  them  with  the  thumbs 


134  SCHOOL   AMUSEMENTS. 

inside,  and,  with  a  slight  spring,  raise  yourself  so  that 
the  arms  shall  support  the  body.  Try  to  do  this  with- 
out a  spring,  that  is,  by  the  mere  stiffening  of  the 
arms.  Your  arms  are  not  as  strong  a&  you  thought. 
Now,  keep  the  legs  together  and  stiff  at  the  knees,  so 
that  the  body  shall  not  sway  about,  and  with  the  arms 
stiff,  walk  along  the  bars,  stepping  slowly,  hand  after 
hand. 

N.  B. — The  teacher  should  allow  only  one  thing  at 
a  time ;  he  should  forbid  fanciful  gyrations,  and  re- 
quire each,  in  his  turn,  to  perform  the  particular  exer- 
cise which  is  the  subject  of  the  lesson  ;  after  the  lesson 
they  may  do  whatever  they  like. 

As  soon  as  walking  forward  is  learned  so  well  that 
all  can  walk  easily  and  rapidly,  try  walking  back- 
ward, standing  on  one  hand,  changing  hands,  i.  e., 
turning  suddenly  between  the  bars,  and,  before  the 
body  can  fall,  so  that  the  feet  touch  the  ground,  face 
the  other  way.  It  is  difficult  but  not  impossible. 

Try  now  the  figures  illustrated  in  Plate  II.  In 
The  Grasshopper,  lower  the  body  slowly,  drawing 
up  the  feet  if  necessary,  until  the  elbows  are  on  a 
level  with  the  ears ;  now  raise  yourself  entirely  by 
the  muscles  of  the  arms.  Do  this  as  many  times  in 
succession  as  you  can. 

In  making  The  L,  let  your  feet  be  on  the  ground, 
stoop  so  that  your  arms  can  come  outside  the  bars, 
take  a  firm  grasp,  draw  up  the  legs  to  the  position 


GYMNASTICS.  135 

shown  in  the  engraving,  and  remain  so  while  some 
one  counts  ten,  in  seconds,  and  as  much  longer  as  you 
can. 

The  first  position  in  Skinning  the  Cat  is  the  same 
as  for  The  L.  The  figure  on  the  left  illustrates  the 
going  over  ;  the  one  on  the  right,  the  coming  down. 
At  this  point  do  not  let  go,  but,  by  a  backward  move- 
ment, turn  over  again  without  losing  the  hold.  With 
practice,  this  may  be  repeated  a  dozen  times  or  more. 

While  standing  on  the  bars,  swing  your  feet  for- 
ward and  backward.  There  is  no  occasion  for  fear. 
Swing  far  enough  to  turn  a  somerset,  either  forward 
or  backward,  but  do  not  make  the  somerset ;  the 
feet,  in  coming  down,  might  hit  the  bars  too  violently. 
This  swinging  prepares  you  for  jumping.  As  the  feet 
come  forward,  from  a  backward  swing,  let  go  with  the 
hands,  and  allow  the  body  to  go  forward.  You  may 
thus  jump  a  foot  at  a  time,  and,  with  practice,  a  yard 
and  a-half.  Try  jumping  backward.  Practise  walk- 
ing, swinging  and  jumping,  while  in  the  grasshopper 
position. 

The  upright  parallel  bars  are  for  frequent  use,  from 
the  first.  Exercise  in  them  tends  to  strengthen  and 
expand  the  chest. 

Stand  with  the  toes  just  within  the  bars  ;  grasp  the 
bars  in  such  a  manner  that  the  thumbs  and  fingers 
shall  meet  on  the  side  opposite  the  body,  and,  in  all 
the  movements,  retain  this  grasp  and  position  of  the 


136  SCHOOL   AMUSEMENTS. 

hand,  if  possible.  Now  lean  forward  and  pass  the 
body  through  the  opening,  without  moving  the  feet  or 
letting  the  hands  slip  on  the  bars.  Pass  through,  if 
you  can  ;  never  mind  if  it  almost  breaks  your  shoulder- 
blades.  Now  come  back  and  repeat  the  movement. 
Go  through  and  back  with  a  jerk.  This  is  capital 
exercise. 

These  bars,  the  single  rope  and  the  ladder,  will  give 
various  exercises  in  grasping  and  in  using  the  muscles 
of  the  arms.  When  working  on  either  of  these  three, 
take  care  not  to  use  the  legs ;  keep  them  stiff  and 
straight.  Ascend  the  bars  with  a  grasp  on  each  one, 
leaping  up  from  reach  to  reach  ;  or  climb  one  of  them, 
without  using  the  knees.  It  is  a  difficult,  but  by  no 
means  impossible  feat,  to  ascend  these  bars  with  the 
head  downward. 

The  teacher  should  encourage  the  invention  of  all 
kinds  of  difficulties.  He  should  himself  often  offer  the 
banter,  "  Do  this,  if  you  can  !" 

After  the  class  has  attained  proficiency  on  the  par- 
allel bars,  they  may  be  taken  to  the  vaulting  bars.  I 
will  give,  briefly,  a  course  of  lessons  on  these. 

1.  Grasp  the  bar  with  both  hands,  the  thumbs  on 
the  same  side  with  the  fingers,  and  the  back  of  the 
hand  turned  from  you.  Raise  the  feet,  one  at  a  time, 
by  bending  the  knees  and  hang  in  that  position,  as 
long  as  you  can.  Try  to  sustain  your  weight,  in  this 
position,  with  one  hand. 


GYMNASTICS.  137 

2.  "While  hanging,  move  along  the  bar,  backward 
and  forward,  by  passing  one  hand  over  the  other. 

3.  Hang  by  the  hands,  with  knees  straight  and  stiff, 
and   draw  up  the  body,  by  contracting  the  muscles 
of  the  arm,  until  you  can  hook  the  chin  over  the  bar. 
Do  this  slowly,  and  repeat  it  as  many  times  as  possible. 
Bare  the  arms,  and  notice  the  effect  of  this  exercise  on 
the  upper  muscle  of  the  arm.     Improve  on  this  by 
raising  the  body  so  high  that  the  head  and  shoulders 
shall  rise  above  the  bar. 

4.  While  hanging,  draw  up  the  feet  slowly,  and 
place  them  against  the  bar,  between  the  hands  ;  return 
to  the  first  position,  without  losing  the  grasp.     Do 
this  again,  but,  this  time,  let  the  feet  pass  through  the 
hands,  under  the  bar,  and  without  touching  it,  and 
come  down  on  the  other  side,  without  losing  grip. 
After  practice  and  proficiency,  pass  the  feet  and  legs 
through,  but  do  not  let  the  feet  come  to  the  ground ; 
pause  a  moment,  reverse  the  process  and  come  back  to 
the  first  position.     This  is  called  "  skinning  the  cat," 
and  is  similar  to  the  trick  of  the  same  name  performed 
on  the  parallel  bars. 

5.  Swing  on  the  bar,  so  high  that  the  feet  shall  rise 
above  the  level  of  the  bar,  both  before  and  behind. 
Do  this  fearlessly,  for  your  grip,  by  this  time,  will  be 
strong  enough  to  keep  you  from  falling.     Practice  this 
frequently,  since  it  gives  confidence.    As  you  swing 


• 
138  SCHOOL   AMUSEMENTS. 

backward,  let  go  of  the  bar,  and  catch  it  again  as  yoi* 
come  down. 

6.  Circling  the  Bar,  is  illustrated  in  Plate  III.     To 
accomplish  it,  draw  up  the  body  by  the  muscles  ojf  the 
arms,  and  while  doing  so,  curl  the  feet  over  the  bar,  as 
seen  on  the  figure.     Do  this  by  muscle  alone,  without 
a  swing,  if  possible.     When  in  this  position,  try  to 
bring  the  feet  so  far  beyond  the  centre  of  gravity  on 
the  other  side,  as  to  swing  the  body  over  and  on  the 
bar.     Strength,  and  a  certain  "  knack,"  are  necessary 
to  accomplish  this  feat  gracefully  and  easily. 

7.  With  a  leap,  throw  one  foot  over  the  bar,  and 
raise  the  body  by  the  hands  up  on  the  bar.    This 
is  the  "  lazy  way"  of  mounting  the  bar  ;  the  gymnast, 
who  takes  pride  in  his  strength  and  skill,  will  always 
get  on  by  "  circling." 

8.  The  Grasshopper  (on  this  bar)  is  illustrated  in 
Plate  III.     After  mounting  the  bar,  by  either  of  the 
above  methods,  take  a  seat  on  it.     Grasp  the  bar 
firmly,  with  the  thumbs  behind,  and  slowly  slide  from 
the  seat  as  far  as  you  can  without  losing  the  grasp. 
Return  to  the  seat,  raising  the  body  by  sheer  muscle. 
At  first,  you  may  not  be  able  to  slip  down  more  than 
a  few  inches,  but,  by  degrees,  you  may  gain  strength 
and  skill  enough  to  assume  the  position  of  the  figure  in 
the  plate. 

9.  As  the  body  comes  down  in  doing  The  Grasshop- 


GYMNASTICS.  139 

per,  sustain  it  by  hooking  the  elbows  over  the  bar ; 
grasp  the  dress  at  the  thighs,  firmly,  and  swing  the 
body  to  and  fro.  After  a  time,  you  may  succeed  in 
swinging  so  well  as  to  revolve  around  the  bar  a  dozen 
times,  or  more,  in  succession. 

10.  Vault  over  the  lower  or  lowest  bar,  at  first  with 
two  hands,  then  with  one.  Go  on  to  the  high  bar. 

•  Note. — A  "  spring-board"  is  of  use  in  vaulting.  It 
consists  of  a  stout  hickory  or  oak  plank,  an  inch  and 
a-half  thick,  firmly  secured  to,  and  resting  on,  two 
pieces  of  scantling,  two  or  three  inches  thick.  By  the 
aid  of  this,  the  "  knack"  in  vaulting  may  be  easily  ac- 
quired, but  it  should  not  be  used  much  by  those  who 
aspire  to  become  great  vaulters.  With  the  spring- 
board, a  good  vaulter  should  clear  a  bar  as  high  as  his 
extended  arms  can  grasp  :  without  it,  to  clear  a  bar 
of  the  height  of  the  vaulter's  head,  is  good  work. 

Much  attention  should  be  given  to  vaulting,  as  it  is 
one  of  the  few  exercises  there  are  for  strengthening 
the  muscles  of  the  legs. 

The  Swing,  (on  the  right  of  the  frame)  is  a  vault- 
ing bar,  which  is  moveable.  It  is  to  be  grasped  from 
below.  To  obtain  momentum,  run  at  it,  swiftly,  and 
grasp  the  bar  as  you  pass  under.  Of  course  this  bar 
should  be  so  high  that  one  may  swing  from  it  without 
being  liable  to  drag  the  feet  against  the  ground.  The 
knees  should  be  bent  up  to  prevent  this.  Continue 
to  swing  by  a  peculiar  and  almost  indescribable  exer- 


140  SCHOOL  AMUSEMENTS. 

tion  of  the  muscles ;  the  feet  must  never  assist  by 
touching  the  ground. 

While  swinging  and  keeping  up  the  motion,  draw- 
up  the  body  to  "  chin  the  bar,"  as  was  done  on  the 
vaulting  bar.  Circle  this  bar  in  the  same  way.  Let 
the  swing  be  stationary,  circle  into  a  seat,  come  down 
as  in  "  the  grasshopper,"  and  swing  while  hanging  by 
the  elbows. 

While  swinging,  reach  up  and  grasp  the  ropes ; 
ascend  and  descend  these,  keeping  the  swing  going  all 
the  time. 

The  Rings  are  a  most  important  part  of  the  ap- 
paratus. Strength  of  arm  is  necessary  to  use  them. 

See  that  the  rings  hang  on,  or  a  little  below  the 
level  of  your  upstretched  hands ;  place  them  so  that 
their  diameters  shall  be  opposite  to  you  ;  with  a  run, 
grasp  them,  and  swing  as  high  as  possible,  without 
ever  allowing  the  feet  to  touch  the  ground.  The  trick 
of  swinging  by  the  hands  consists,  as  nearly  as  can 
be  described,  in  drawing  up  the  body  during  the 
backward  sweep,  and,  just  at  the  point  of  turning  to 
sweep  forward,  dropping  the  body  so  as  to  lengthen 
the  radius  which  is  describing  the  arc  of  a  circle.  An 
increased  force  is  thus  given  to  the  pendulum,  and  at 
each  such  lengthening,  the  length  of  the  arc  is  increas- 
ed. The  demand  for  strength  is  great,  because,  al- 
though one  may  have  muscle  enough  to  draw  himself 
up,  as  described  above,  for  a  few  times,  yet  to  repeat 


GYMNASTICS.  141 

this  long  enough  to  attain  the  maximum,  to  describe 
an  arc  of  160°  to  180°,  calls  for  endurance  of  "  mind" 
and  muscle,  which  only  the  practised  gymnast  pos- 
sesses. 

Standing  in  the  Rings,  as  illustrated  in  Plate  III., 
may  be  learned  while  the  rings  are  at  rest,  to  be  prac- 
tised afterwards,  while  the  swing  is  in  motion.  It  is 
done  with  a  slight  leap  upward,  and,  at  the  same  mo- 
ment, a  stiffening  of  the  arms ;  but  regular  gymnasts 
"  get  in"  without  a  leap,  by  drawing  up  the  body,  and 
then,  as  it  were  with  a  kick  against  nothing,  springing 
up  and  stiffening  the  arms. 

The  Grasshopper  in  the  rings  is  shown  in  the 
plate,  and  needs  no  explanation.  The  gymnast  should 
become  dexterous  enough  to  "  get  in,"  or  "  do  the 
Grasshopper,"  while  in  full  swing,  and  to  change  from 
plain  to  "  fancy  swinging,"  frequently  and  gracefully. 

The  Inclined  Board,  which  should  be  as  smooth 
as  possible,  should  not  be  used  with  dirty  shoes.  With 
a  wisp  of  grass,  or  a  rag,  rub  off  all  gravel  or  sand 
from  the  soles  of  your  shoes,  before  ascending.  The 
illustration  explains,  perfectly,  the  method  of  ascent, 
which  is  by  no  means  easy.  The  greater  the  inclina- 
tion, the  greater  the  difficulty  of  getting  up.  The 
writer  has  seen  a  perpendicular  board  ascended  and 
descended  in  this  way,  but  it  is  hard  work. 

There  will  be  no  need  of  giving  instructions  in  the 
use  of  The  Ladder.  It  may  be  remarked,  however, 


142  SCHOOL  AMUSEMENTS. 

that  its  object  is  mainly  to  test  endurance.  The  going 
up  and  down  once  or  twice,  and  by  a  round  at  a  time, 
amounts  to  nothing,  but  the  ascent  by  two,  three,  and 
four  rounds,  and  the  descent  by  six  or  seven,  and  this 
over  and  over  again— these  will  try  the  muscles  of  the 
strongest. 

At  the  Jumping  Cord  there  may  be  leaping  "  with 
a  run,"  from  a  spring-board  and  from  the  ground. 
The  highest  leaps  may  be*  made  with  the  board,  but 
real  agility  is  best  displayed  by  jumping  from  the 
ground.  Begin  with  the  cord  at  a  height  which  you 
are  sure  of  being  able  to  clear,  and  advance  by  a  peg 
at  a  time. 

The  Pegs  afford  a  test  of  strength  by  no  means 
to  be  despised,  even  by  an  experienced  gymnast. 
Start  with  a  peg  in  each  hand ;  reach  up  with  the 
right  and  place  it  in  the  highest  hole  you  can  reach  ; 
draw  up  the  body  by  the  right  arm  and  enter  the  left- 
hand  peg ;  continue  this^  to  the  top ;  and  descend  in 
the  same  way.  Ascend  by  every  other  hole,  or  every 
third  hole,  if  you  can. 

The  Horse  is  an  expensive  and  not  very  necessary 
adjunct  of  our  gymnastic  apparatus.  The  illustration 
in  Plate  IY.  shows  one  feat  to  be  performed  with  this 
animal.  It  consists  in  jumping  through  one's  hands. 
A  firm  hold  is  taken  of  the  handles,  and  the  gymnast 
jumps  through  and  back  again,  without  letting  go. 
Other  methods  of  performing  on  this  quiet  beast  are, 


GYMNASTICS.  143 

vaulting  into  the  saddle  over  his  head  or  tail,  or  from 
either  side ;  taking  so  firm  a  hold  on  the  handles,  as 
to  be  able  to  sustain  the  body  at  a  right  angle  with 
the  arms  and  parallel  with  the  horizon. 

There  are  very  many  other  exercises  for  these  various 
ropes  and  bars  which  cannot  be  well  described  here. 
The  teacher  will  find  that  his  scholars  will  invent 
novelties  every  day.  On  his  part  he  must  adopt 
measures  to  excite  and  keep  up  an  interest  in  the  ex- 
ercises. A  good  plan  to  accomplish  this  may  be  to 
recognize  the  "champions"  in  each  variety  of  exer- 
cise, and  to  distinguish  them  by  the  insignia  of — say, 
a  red  belt  for  the  best  leaper,  a  black  one  for  the  best 
vaulter,  and  so  on.  Let  these  belts,  or  other  distin- 
guishing articles  of  dress,  be  worn  until  some  rival 
surpasses  the  champion  and  gains  it  for  himself.  Take 
care  that  the  smaller  boys  be  not  shut  out  from  com- 
petition ;  they  should  be  allowed  to  gain  champion- 
ships in  exercises  which  are  within  their  powers. 


PLATE    II 


The  Grasshopper. 


The  L. 


Skinning*  tin*  Cat 


PLATE    III. 


Circling1  the  Bar.        The  Gras  shopper  Jl£%£ 


Standing  in  the  Rings. 


SCHOOL    MANAGEMENT. 


We  have  thus  far  considered  some  of  the  ways  and 
means  for  making  the  play-ground  attractive  and  pro- 
fitable ;  let  us  now  come  within  the  school-house. 
Much  may  be  done  here  to  carry  out  our  design  of 
"  making  school  interesting"  ;  and  the  teacher  who  un- 
dertakes and  carries  into  effect  the  following  or 
other  plans  for  making  his  rooms  cheerful  and  comfort- 
able, and  his  daily  exercise  interesting,  even  sometimes 
amusing  as  well  as  instructive,  will  find  his  reward  in 
his  increased  pleasure  in  teaching  those  whom  he  has 
caused  to  love  as  well  as  respect  him,  and  in  his  suc- 
cess in  accomplishing  good — to  say  nothing  of  his 
growing  popularity  and  more  remunerative  gains. 

I  have  headed  this  section  of  my  book  "  School 
management,"  and  for  a  reason.  I  may  illustrate  the 
appreciation  which  is  prevailing  among  latter-day 
teachers,  of  the  idea  contained  in  the  italicized  word, 
by  telling  a  story,  one  whi6h  may  be  already  well 
known,  but  which  will  bear  repetition  for  its  illustra- 
tive properties. 

7  n«j 


146  SCHOOL  AMUSEMENTS. 

A  farmer's  boy  was  required,  one  pleasant  spring 
day,  to  gather  the  stones  which  lay  in  a  meadow  and 
heap  them  together  in  the  corner  of  a  lot.  They  would 
be  troublesome  to  the  mowers,  the  farmer  thought, 
and  they  disfigured  his  otherwise  smooth  "  medder." 
The  stones  were  quite  numerous,  and  the  task  was 
no  small  one,  but  the  boy  began  his  labor  cheerfully  ; 
he  knew  there  was  reason  for  the  clearing,  and,  for 
awhile,  he  worked  vigorously.  But  his  back  began  to 
ache  before  long,  and  the  merry  shouts  of  some  mates 
of  his,  who  were  playing  not  far  off,  on  "  the  village 
green,"  began  to  annoy  him.  He  was  a  Yankee  boy, 
we  may  be  sure,  for  his  inventive  brain  soon  devised 
a  plan  for  saving  labor  and  gaining  time.  He  raised 
an  old  post  in  the  corner  in  which  his  stone-heap  was 
to  be,  and  then  left  work  and  joined  his  friends.  At 
a  convenient  moment,  he  threw  a  stone  at  a  neighbor- 
ing tree.  "  Who  can  beat  that  ?"  said  he,  as  Fortune 
favored  1dm,  and  his  stone  struck  the  mark.  Imme- 
diately the  others  were  aiming  and  hurling  stones  at 
the  tree.  But  stones  were  not  plentiful.  "  Come," 
said  the  young  Yankee,  "  there  are  lots  of  stones  over 
in  our  meadow ;  let's  go  over  there  and  fire  at  a 
mark." 

They  were  soon  there  ;  ammunition  was  abundant ; 
the  post  in  the  corner  was  an  inviting  "  mark,"  and 
by  the  time  the  boys  had  become  wearied  of  this  kind 
of  sport,  a  large  part  of  the  work  was  done.  The  in- 


MANAGEMENT.  147 

ventor  then  confessed  his  trick,  and  there  needed  but 
little  urging  to  induce  his  friends  to  finish  the  "  stent," 
and  then  all  went  off  together  to  play  at  something 
else. 

There  are  many  points  in  this  illustration  which  are 
worthy  of  study,  and,  making  it  a  kind  of  text,  we  may 
notice  that :  1st.  There  is  work  to  be  done  in  a  school- 
room. The  mental  muscles  are  to  be  strengthened, 
and  mental  dexterity  gained.  The  teacher's  object  is 
to  educate  and  instruct  his  pupils,  and  to  accomplish 
this  he  must  make  them  work.  To  clear  the  meadow, 
a  certain  amount  of  actual  hard  work,  and,  in  itself 
considered,  of  tiresome  and  unpleasant  work,  was 
necessary.  Now,  shall  the  teacher  require  of  his 
scholars  that  they  labor  at  the  dull  task  of  removing 
the  stones  to  the  pile,  or  shall  he  contrive  some  way 
whereby  the  labor  shall  be  performed,  yet  be  disguised 
as  play?  While  the  boy  toiled  slowly  at  his  task 
alone,  each  stone  grew  heavier  than  the  last,  his  back 
ached,  and  he  thought  more  of  that  and  of  the  distant 
shouts  of  his  play-mates,  and  of  how  to  "  shirk"  the 
work,  than  of  the  improvement  which  he  knew  he  was 
making  and  the  pleasure  he  was  giving  to  his  father. 
But  when  his  comrades  were  around  him,  and  the 
stones  were  flying,  he  forgot  the  task  in  the  sport,  he 
worked  harder  than  he  would  have  done  and  accom- 
plished more  in  a  given  time  than  he  would  have  done 
alone,  and  there  was  pleasure  in  the  business. 


148  SCHOOL   AMUSEMENTS. 

2d.  The  boys  who  came  to  "-fire  at  a  mark"  could 
not  have  been  persuaded,  probably,  to  come  to  help 
their  friend  gather  stones  into  a  heap.  They  were 
deceived ;  they  went  cheerfully  to  work  without  sus- 
pecting it  to  be  work,  and  all  worked  harder  than  they 
could  have  been  induced  to  work  if  they  had  entered 
on  it  as  a  task. 

3d.  Similar  deception  is  not  only  justifiable  but 
expedient  on  the  part  of  a  teacher  in  his  school.  He 
clan  and  he  ought  to  remove  from  school-duties  their 
character  of  dreary  drudgery,  to  make  study  pleasant 
and  attractive.  He  need  not  make  the  labor  less  ;  in 
fact  he  will  find,  most  surely,  that  his  scholars  will  do 
more  and  work  longer  when  work  is  made  play,  than 
when  work  is  left  mere  work  ;  and  he  may  so  lighten 
the  hours  that  they  shall  fly  by  pleasantly  and  profit- 
ably, both  to  himself  and  to  them. 

4th.  When  the  farmer's  boy  threw  stones  at  a  mark, 
"  for  fun,"  he  worked  harder  than  he  did  before.  Boys 
always  run  farther  and  faster  when  playing  than  they 
can  be  easily  induced  to  run  on  an  errand.  The  mo- 
tive makes  the  difference.  And,  in  another  view,  labor 
is  lightened  when  amusement  takes  off  the  attention 
from  the  task,  as  such.  Sailors  work  better  at  the 
capstan  with  a  "  Cheerily  0  1" — the  heavy  anchor  comes 
up  more  easily  and  sooner,  and  the  men  the  sooner  get 
at  some  other  duties.  Soldiers  march  better,  and  fight 
better,  when  they  hear  the  music  of  their  band.  And 


MANAGEMENT.  149 

it  is  so  with  the  boys  in  school.  If  a  certain  lesson, 
which,  under  one  system  of  teaching,  would  be  yawned 
over,  and  would  require  an  hour's  dull  work  to  be 
learned,  can  be  made  an  interesting,  pleasing  occupa- 
tion, entered  upon  cheerfully  and  accomplished  ener- 
getically and  in  half  an  hour,  time  may  be  saved  for 
other  duties,  or  for  play  ;  and  not  only  this,  but  the 
manner  of  accomplishing  the  task  will  have  been  such 
that  the  mind  may  have  grown  vigorous  and  healthy, 
instead  of  idle  and  morbidly  languid. 
5th.  This  is  "  School  management" 

THE  SCHOOL  BOOM. 

It  is  very  pleasant  to  go  through  many  of  our  mo- 
dern school-rooms  and  notice  the  care  which  has  been 
taken  to  make  everything  comfortable  and  cheerful. 
The  light  has  been  so  arranged  that  the  eye  is  neither 
dazzled  by  glare  or  wearied  by  gloom :  ventilation 
has  been  secured  in  proper  kind  and  degree,  so  that 
headache  cannot  often  be  complained  of  there :  the 
desks  are  adapted  in  height  to  the  size  of  the  sitter, 
and  the  chairs  have  comfortable  backs ;  pictures  are 
on  the  walls,  an  attractive  library  is  accessible,  and  the 
polished  brass  and  glass,  in  the  case  of  apparatus,  add 
to  the  general  effect.  Would  that  all  school-rooms 
were  comfortable  and  cheerful !  Yet  where  they  are 
not,  much  can  be  done  to  improve  them,  and  this  with 


SCHOOL   AMUSEMENTS. 

but  little  expense.  Even  if  hard  benches  and  incon- 
venient desks  are  the  furniture  of  four  bare  walls, 
there  may  be  something  done  to  make  the  place  seem 
comfortable  and  cheerful,  if  actual  improvement  is 
impossible. 

Let  us  suppose  the  worst  case  possible — possible,  I 
mean,  now-a-days,  and  try  to  improve  it. 

1st.  Arrange  the  desks  and  seats  in  some  way,  so 
that  each  pupil  can  find  support  for  his  back  and  rest 
for  his  feet.  It  need  hardly  be  supposed  that  this  is 
impossible. 

2d.  "  Tinker"  the  window-frames,  so  as  to  be  able  to 
lower  the  upper  sash  a  few  inches.  Get  calico  curtains, 
if  there  are  no  blinds  ;  they  will  cost  about  ten  cents 
each. 

3d.  Cover  all  holes  and  ink-spots  in  the  wall  with 
white  paper,  neatly  pasted  on ;  but  cover  up  no  dirt 
which  can  be  washed  off.  Let  the  floor  be  clean  and 
the  windows  clear. 

4th.  Tack  engravings  on  the  walls,  the  best  you  can 
find  ;  wood-cuts,  from  newspapers,  are  better  than  noth- 
ing. Inland  boys  like  ships  and  steamers,  and  sea- 
scenes  generally,  while  boys  who  live  near  the  coast 
prefer  hunting  scenes,  and  rocks  and  woods.  Maps  of 
the  country,  the  state,  the  county,  town,  ward,  and 
block,  are  desirable. 

5th.  On  the  ceiling,  draw  neatly — in  charcoal,  if  you 
can  do  no  better — the  solar  system.  Make  the  sun  in 


MANAGEMENT.  151 

red  chalk  ;  give  the  planets  their  relative  size  and  or- 
bits ;  let  a  bushy,  red-tailed  comet  enliven  the  sketch. 
On  the  side  wall  draw  a  long  black  line,  five  and  a-half 
yards  long,  to  represent  a  rod ;  divide  the  line  into 
yards,  one  of  the  yards  into  feet,  and  one  of  the  feet 
into  inches.  In  various  spaces,  otherwise  unoccupied, 
draw,  distinctly,  a  square  yard,  a  square  foot,  a  cubic 
foot,  an  equilateral  triangle,  and  other  similar  outlines. 
Let  the  walls  be  covered  with  instruction  and  amuse- 
ment for  the  eye.  At  first,  these  figures  will  attract 
attention  from  studies  ;  but  in  a  few  days  the  novelty 
will  have  worn  off,  and  although  they  may  attract,  they 
will  not  distract. 

What  a  change  comes  over  the  dreary  old  room! 
What  a  change  over  the  scholars ! 

Taste,  and  a  little  painstaking,  can  beautify  a  log- 
cabin  ;  and  if  the  teacher  will  exercise  these,  and  if 
he  can  also  afford  money,  or  get  it  from  the  authorities, 
he  may  make  his  rooms  seem  a  second  home  to  his 
pupils,  pleasanter  than  home,  perhaps,  to  a  few.  What 
then  ?  His  monthly  pay  or  quarterly  income  may  not 
be  at  once  increased  ;  but  he  is  adding  to  his  capital, 
which  is  reputation  and  popularity  ;  and  if  he  gains 
nothing  in  this  respect — which  is  not  justly  supposable 
— he  at  least  gains  self-satisfaction  and  the  affection 
of  his  scholars,  without  which  there  is  no  pleasure  in 
teaching. 

There  are  many  little  matters  which  affect  the  success 


152  SCHOOL  AMUSEMENTS. 

of  a  teacher's  daily  duties.  Is  the  black-board  warped, 
and  cracked  and  scratched  ?  Take  it  down,  screw  a 
"  cleet"  on  the  back,  putty  up  the  crack,  and  paint  it 
black  again.  There  is  no  expenditure  here  of  anything 
but  a  little  labor,  except  for  the  paint,  and  that  may 
be  made  trifling  if  a  few  cents'  worth  of  lampblack,  a 
little  camphine,  a  flannel  rag  and  ingenuity  are  used. 
Perhaps  the  chalk  is  "  scratchy."  Buy  some  crayons, 
if  you  can  ;  if  not,  make  them.  Your  boys  will  help 
you  ;  and,  in  a  few  hours,  at  an  expense  of  half-a-dollar, 
you  can  make  enough  to  last  for  a  whole  term,  and  the 
improvement  will  pay  you  for  your  trouble.*  Have  a 
ledge  on  the  bottom  of  the  black-board,  to  catch  the 
falling  chalk-dust,  and  to  hold  "  the  cleaner."  The 
cleaner  may  be  a  stick,  two  inches  square  and  six  or 
eight  long,  wrapped  around  with  canton  flannel,  or 
plain  cotton. 

But  there  is  no  need  of  spending  more  time  and  space 
on  these  things.  These  improvements  on  the  black- 
board and  its  concomitants,  may  serve  as  examples  of 
many  things  in  which  a  little  pains  may  effect  much. 
The  teacher  must  oil  the  little  wheels  of  his  machinery, 
if  he  would  have  it  all  move  smoothly. 


*  Recipe :  Knead  some  plaster  of  Paris  with  just  enough  water  to 
make  it  a  stiff  paste ;  roll  this  on  a  table ;  cut  it  into  long  strips,  four 
inches  wide ;  with  a  table-knife  divide  these  into  sticks  a  little  larger 
than  your  finger ;  leave  them  to  dry,  and  keep  them  dry. 


MANAGEMENT.  153 

ORDER   AND   METHOD. 

Few  words  are  needed  under  this  caption  ;  for  order 
and  method  are  so  necessary  in  a  school-room,  that 
there  can  be  but  few  teachers  who  have  not  learned 
their  necessity,  and  how  to  secure  their  good  effects. 
I  will  only  give  a  few  hints  which  may  be  of  service  to 
some  reader. 

A  clock  seems  to  be  an  indispensability  of  a  school- 
room ;  but  if  none  can  be  had,  the  teacher's  watch 
should  regulate  every  exercise.  Let  every  class,  or 
single  recitation,  have  its  particular  portion  of  time. 
Let  an  order  of  exercises,  or  programme,  be  prepared, 
a  copy  of  which,  written  in  conspicuous  letters,  should 
hang  where  all  can  see  it.  Never  let  one  recitation  en- 
croach on  the  time  of  another  ;  ask  the  first  question 
just  as  the  long  pointer  indicates  that  the  exact  time 
has  arrived.  Habits  of  punctuality  and  promptness  are 
of  the  utmost  importance  in  school-teaching. 

•Unless  a  school  is  made  up  of  very  heterogeneous 
materials,  all,  or  very  nearly  all,  may  be  united  in  some 
one  study.  Select  the  recitation  in  which  the  greatest 
number  join,  for  your  first  morning  recitation,  and  call 
the  class  immediately  after  opening  school.  This  will 
require  some  study  out  of  school,  for  most  of  the  class, 
and  in  this  way  you  may  secure  such  study,  if  you  wish 
to  do  so. 

It  is  advised  to  make  the  morning  session  longer 

•       7* 


154  SCHOOL  AMUSEMENTS. 

than  that  of  the  afternoon,  and  to  occupy  it  with  all 
the  recitations  of  the  mathematics,  and  with  the  smaller 
classes  in  other  studies,  so  that  the  afternoons  may 
afford  time  for  the  less  serious  labor,  and  for  general 
exercises  in  which  all  may  engage.  The  last  half-hour 
of  the  day  should  be  spent  in  such  a  way  that  the  close 
of  school  shall  not  seem  a  release  from  a  prison,  as  is 
too  often  the  case.  Send  them  away  smiling,  in  good 
humour  with  the  school,  the  teacher,  and  themselves. 
If  nothing  more  profitable  can  be  found  to  be  done, 
tell  or  read  a  story.  Suggestions  concerning  various 
"  general  exercises  "  will  be  given  hereafter. 

ADMINISTRATION. 

I  think  I  hear  some  teacher-reader  say  :  "  Now  you 
have  reached  a  subject  I  am  interested  in.  Arrange- 
ments of  classes  and  mending  of  black-boards  are  easily 
enough  cared  for  ;  but  tell  me  how  to  govern  my  school. 
These  unruly  boys  won't  let  me  '  make  school  interest- 
ing ;'  they  so  try  my  patience  and  occupy  my  time, 
that  I  have  neither  heart  nor  leisure  to  attend  to  minor 
affairs." 

The  subject  is,  indeed,  one  of  the  most  important 
which  can  engage  our  attention  as  teachers.  It  is  one 
which  calls  for  experience  and  judgment  on  the  part 
of  those  who  discuss  it,  and  had  I  only  theories  to  offer, 
or  merely  my  oivn  practice  to  recommend,  I  should  not 


MANAGEMENT.  155 

venture  to  ask  the  attention  of  my  fellow-teachers.  I 
am  about  to  submit,  in  theory  and  practice,  a  scheme 
of  school-administration  which  has  the  sanction  of  some 
of  the  most  experienced  and  most  successful  teachers 
of  New  England,  and  I  may  ask  for  it  the  serious  at- 
tention of  my  readers. 

Principles. 

1.  Every  boy  or  girl,  in  schools  not  "  primary,"  has 
a  school-conscience,  which  decides  on  all  actions  contem- 
plated or  begun.  Every  misdemeanor  is  known  as 
such,  and  is  denounced  as  such,  by  this  conscience,  and 
no  set  of  rules,  however  full  and  explicit,  can  be  pre- 
sumed to  be  of  any  real  assistance  to  it. 

Moreover,  the  child  knows  full  well  that  the  teacher's 
conscience  is  the  same  with  his  own.  The  boy,  about 
to  commit  an  action,  concerning  which  there  has  even 
the  least  warning  been  given  by  his  inward  monitor, 
teeps  one  eye  on  the  teacher,  and  when  he  discovers 
that  he  is  observed,  he  stops.  Good  boys  rarely  look 
off  from  their  books ;  bad  boys,  usually  watch  the 
teacher. 

One  rule  only,  then,  need  be  made,  viz. :  "Do  nothing 
which  your  school-conscience  tells  you  is  wrong"  This 
covers  the  whole  ground,  and  no  other  rule  or  furlong 
of  rules,  can. 

Of  course,  this  conscience  may  be  depraved,  but  it  13 


156  SCHOOL  AMUSEMENTS. 

never  entirely  seared.  It  may  be  educated,  and  made 
to  appreciate  the  law.  The  child's  heart,  too,  may  be 
influenced  to  love  the  school  and  the  teacher,  and  it 
may  help  the  conscience  to  become  strict  to  warn 
against  actions  which  are  likely  to  grieve  the  teacher, 
or  interfere  with  his  wise  and  kind  guidance  of  the 
school. 

With  a  belief  in  the  truth  of  these  premises,  the 
teacher  must  be  convinced  that  it  is  better  to  make 
this  "  school-conscience,"  rather  than  either  mere  fear 
or  mere  love,  the  moving  power  of  his  machine  of 
government. 

2.  To  govern  as  little,  and  teach  as  much,  as  is  pos- 
sible, should  be  the  aim  of  every  true  teacher. 

Is  it  not  true  that  in  many,  too  many  schools,  there 
is  more  of  government  than  of  teaching  ?  The  atten- 
tion of  the  teacher  is  taken  from  the  class,  which  may 
be  reciting  to  him,  by  a  few  bad  scholars,  who,  taking 
advantage  of  his  occupation,  are  playing  at  their  remote 
desks;  he  stops  to  scold  or  punish  them,  and  thus  neglects 
his  class.  Scolding  John  for  making  faces  makes  a  de- 
cided interference  with  the  teacher's  appreciation  of 
the  process  of  a  problem  in  arithmetic  or  demonstra- 
tion in  geometry.  If  he  can  contrive  any  way  by 
which  he  may  deliver  himself  from  this  distraction,  he 
may  save  time  and  temper  for  teaching.  In  duty  to 
himself  and  his  scholars,  he  ought  to  contrive  or  adopt 
some  plan  to  effect  this. 


MANAGEMENT.  157 

It  is  claimed  that  the  scheme  of  silently  giving  "  a 
mark"  for  misconduct,  as  explained,  in  process  and 
results,  below,  will  enable  the  teacher  to  teach  more 
and  govern  less. 

3.  The  maximum  of  marks,  under  this  plan,  results 
in  expulsion  from  school.  We  will  suppose  that  this 
maximum  is  ten  ;  that  for  ten  acts  of  real  misconduct 
on  the  part  of  a  scholar,  as  many  "  black  marks"  have 
been  publicly  accumulating  against  his  name  ;  that,  of 
course,  he  has  known  to  what  result  the  path  of  mis- 
conduct was  leading  him  ;  that  he  has  been  privately 
and  kindly  warned  by  the  teacher  ;  that  his  parents 
have  been  told  of  his  position  ;  that,  in  spite  of  all,  he 
has  deliberately  gone  on  from  the  eighth  to  the  ninth, 
and  lastly  to  the  tenth  mark,  and  then  has  been  expel- 
led. Is  such  expulsion  just?  Would  it  have  been 
better  to  have  punished  or  suspended  him  ?  Could  he 
have  been  reached  by  any  influence  ? 

In  answer  to  the  last  question,  I  claim  that  although 
some  way  might  have  been  contrived  by  which  he 
might  have  been  reclaimed,  yet  the  teacher,  with 
duties  owed  to  every  other  scholar  as  much  as  to  this 
one,  cannot  be  required  or  expected  to  sacrifice  their 
interests  to  his.  All  possible  exterior  influences  we 
have  supposed  exerted  for  his  reformation  ;  and  the 
question  becomes,  simply,  ought  the  teacher  to  take 
time  from  the  good  boys  and  bestow  it  on  this  bad  one. 

Such  expulsion  would  be  just.     The  good  of  the 


158  SCHOOL   AMUSEMENTS. 

whole  school  demands  the  removal  of  a  scholar  who 
will  deliberately  expose  himself  to  such  a  result,  in  the 
face  of  warnings. 

The  Committee  appointed  by  Congress  to  attend  the 
recent  examination  at  West  Point,  use  language  in 
their  report  which  bears  directly  on  the  subject  we  are 
examining.  They  say  that  "  they  are  satisfied  that 
'  suspending'  or  '  turning  back'  a  cadet  for  excessive 
demerit,  is  a  pernicious  rule  for  the  Academy.  If  a 
cadet,  with  the  full  knowledge  of  the  penalty  attached 
to  excessive  demerit,  continues  to  neglect  his  duty  until 
he  exceeds  the  prescribed  limit,  he  is  not  only  an  un- 
worthy subject  for  the  Academy,  but  his  example  and 
influence  becomes  injurious  to  others,  and  he  should 
be  dismissed.  Suspension  and  turning  are  half-way 
places,  into  which  many  are  tempted  to  retreat.  The 
interests  of  the  institution  demand  summary  dismissal." 

I  admit  that  it  is  neither  necessary  nor  wise  to  make 
a  boys'  school  as  strict  in  discipline  as  is  the  Academy 
at  West  Point.  There  expulsion  is  not  infrequent ;  in 
a  school  it  may  be  very  rare.  But  the  principle  is  the 
same  in  both,  and  that  is,  that  there  are  in  all  societies 
\)f  men  or  boys,  occasional  instances  of  reckless,  obsti- 
nate persistence  in  ill-doing,  the  relief  for  which  must 
be  the  removal  of  the  offender. 

I  am  arguing  for  the  right  and  justice  of  removal  in 
certain  cases.  In  reality,  however,  these  cases  are  of 
most  rare  occurrence.  In  three  large  schools,  conduct- 


MANAGEMENT.  159 

ed  under  this  system,  with  whose  history  I  have  been 
connected  or  acquainted  for  several  years,  I  have 
known  of  only  three  cases  of  expulsion.  A  boy  who 
finds  himself  on  the  road  to  disgrace,  and  approaching 
the  terminus,  will  strive  to  turn  back,  at  least  at  the 
last  turning  point*.  And  the  system  offers  him  aid 
just  at  this  point,  as  will  be  explained  below.  If  he 
will  exert  himself  in  study  so  much  as  to  attain  a  high 
standing  for  one  week,  his  success  may  remove  one  of 
his  "  marks  ;"  and,  if  it  be  not  too  late  in  the  term,  he 
may  go  on  and  secure  the  erasure  of  all  or  most  of 
them.  This  is  safe,  for  the  reason  that  a  boy  who 
studies  hard,  will  have  little  time  for  play  ;  and  it  is 
just,  because  thus,  help  is  offered  to  one  who  wishes  to 
help  himself. 

4.  It  is  right  to  take  pleasure,  and  reasonable  to  take 
pride  in  good  standing,  when  it  is  the  result  of  good 
conduct. 

The  man  who,  by  his  own  exertions,  has  raised  his 
standing  in  social  life,  by  .labor,  either  of  hands  or 
head,  is  respected  by  his  fellows,  and  takes  an  honest 
and  reasonable  pride  in  his  success. 

School  is  a  small  world.  Boys  and  girls  are  only 
little  men  and  women.  Some  are  influenced  by  a 
noble  regard  for  the  right,  and  a  dislike  for  the  wrong; 
but  these  are  in  minority.  A  large  majority  of  schol* 
ars  will  be  found  most  easily  influenced  by  appeals  to 
their  pride. 


160  SCHOOL  AMUSEMENTS. 

Such  appeals  are  made,  under  this  system,  by  means 
of  "  the  roll,"  and  the  published  schemes  of  relative 
standing.  The  West  Point  plan  is  adopted  of  making 
public  a  list  of  the  scholars'  names,  arranged  in  order 
of  merit. 

Such  are  the  principles  on  which  a  teacher  of  emi- 
nent success,  whose  memory  is  cherished  by  the  hun- 
dreds who  were  taught  by  him,  founded  this  system  of 
school  government. 

In  another  chapter  will  be  found  some  of  the  "  re- 
sults" of  the  workings  of  this  plan. 

Application  of  Principles. 

At  the  beginning  of  establishing  this  plan  I  would 
talk  kindly  with  my  pupils,  giving  them,  with  illustra- 
tions, some  of  the  main  points  of  the  foregoing  princi- 
ples. I  would  tell  them  that  I  intended  to  be  a  school- 
teacher, not  a  school-master.  I  would  make  this  illus- 
tration : — 

"  Suppose  that  I  am  hearing  a  recitation  in  arith- 
metic, and  one  of  the  boys  is  solving  and  explaining  a 
problem  on  the  black-board.  I  must  watch  the  pro- 
cess closely  to  know  just  what  he  is  doing,  to  see  if  he 
has  well  learned  his  lesson,  or  to  help  him  by  somt- 
suggestions,  if  the  case  is  a  difficult  one.  Suppose, 
now,  that  while  I  am  thus  thoroughly  occupied,  John 
Smith,  over  there  in  the  back  seat,  seeing  that  my  atten- 


MANAGEMENT.  161 

tion  is  engaged,  takes  advantage  of  it  to  throw  beans 
at  his  neighbors.  He  stops  studying  himself  and  pre- 
vents others  studying.  But  I  happen,  just  in  the  very 
middle  of  the  problem,  to  see  him.  Well :  I  stop  the 
boy  at  the  black-board,  make  the  whole  class  wait, 
speak  up  loudly  and  crossly  (for  I  am  a  little  vexed) 
and  make  the  whole  school  look  up  from  their  books, 
while  I  scold  John,  or  perhaps  call  him  to  my  desk 
to  ferule  him.  John  goes  back  determined  to  shoot 
beans  as  often  as  he  can  and  dare ;  we  go  on  with 
the  arithmetic,  and  in  the  course  of  ten  minutes,  the 
waters  are  calm  again. 

"  Now  there  may  be,  very  likely,  some  other  John 
Smiths  in  the  school.  Well ;  in  the  course  of  the  day, 
my  attention  is  taken  off  from  teaching,  which  is  my 
business,  and  the  whole  school  taken  from  studying, 
which  is  your  business,  by  some  half-dozen  such  stop- 
pings to  scold  or  punish  the  John  Smiths  ;  we  will 
suppose  six  times,  and  six  times  ten  are  sixty — sixty 
minutes  lost  to  all  of  us  by  stopping  to  scold.  But 
besides  this  stopping,  I  must  be  continually  on  the 
watch,  to  prevent  mischievousness,  and  since  neither 
I  nor  anybody  else  can  do  two  things  well  at  a  time, 
I  must  either  watch  well,  and  teach  poorly,  or  teach 
well  and  let  John  Smith  play  as  much  as  he  likes. 
Now  there  is  a  fine  class  in  arithmetic,  and  they  have 
a  hard  but  interesting  lesson,  and  they  wanted  to 
hear  my  explanations,  so  that  those  hard  sums  in 


162  SCHOOL   AMUSEMENTS. 

to-morrow's  lesson  might  be  made  easier  ;  but  John 
Smith  has  cheated  them  out  of  them,  for  almost  the 
whole  time  of  the  recitation  has  been  occupied  in 
scolding  him,  and,  as  other  classes  are  waiting,  they 
have  to  go  back  to  their  seats  uninstructed. 

"  Now  it  seems  to  me,  boys,  that  it  is  unfair  to  the 
arithmetic  boys,  and  unfair  to  the  whole  school,  that  I 
should  devote  so  much  time  to  scolding  and  so  little 
to  teaching.  Besides  it  makes  me  cross  to  scold  ;  I 
don't  like  to  scold  and  be  cross.  If  I  have  to  scold 
and  punish  often  and  continually,  just  think  what  a 
life  I  shall  lead,  and  what  an  ill-natured  old  fellow 
I  shall  become.  I  shall  not  do  so.  If  that's  what 
teaching  is,  I'll  give  it  up  and  be  a  blacksmith.  No  ; 
I  have  a  better  plan.  You  see  this  roll  I  have  in  my 
hand.  I've  got  all  your  names  written  on  it. in  alpha- 
betical order,  and  opposite  the  names  are  little  blanks 
which  are  to  be  filled  up  during  the  term.  Now  when 
I  see  a  boy  doing  what  he  and  you  and  I  all  know  to 
be  wrong,  I  shall  not  stop  to  scold,  but  I  shall  take 
down  this  roll  and  place  a  little  black  mark  opposite 
his  name.  It  will  take  only  a  minute,  and  then  I  shall 
go  on  with  my  class.  Some  of  the  boys,  they  who  are 
bending  over  their  books,  won't  know  that  anything 
has  been  going  on ;  no  disturbance  will  have  been 
made,  and  hardly  any  time  lost.  But  that  boy  will 
know  it  well ;  he  will  see  me  put  down  a  mark  next 
to  somebody's  name — for  I  have  noticed  that  boys  in 


MANAGEMENT.  163 

mischief  always  keep  one  eye  on  the  teacher  ;  this  is  so 
universally  true,  that  when  I  see  a  boy  looking  at  me 
instead  of  his  books,  I  always  suspect  some  mischief 
going  on — and  as  he  knows  he  has  been  doing  wrong, 
he  is  pretty  sure  the  mark  is  for  him.  At  recess,  or 
when  school  is  out,  he  takes  a  sly  look  at  the  roll 
and  there  he  sees  the  mark.  If  I  was  mistaken  and  he 
was  innocent — and  this  not  infrequently  happens — he 
comes  to  me  to  inquire  about  it ;  he  explains  away  his 
mark,  and  J  remove  it.  But  if  he  is  guilty,  he  takes 
his  sly  look,  passes  on  and  says  nothing  ;  he  knows  he 
deserves  it. 

"  Now  when  a  boy  gets  five  of  these  marks,  I  take 
time  some  afternoon  or  evening,  and  call  to  see  his 
parents.  I  tell  them  how  he  got  his  marks,  and  that 
he  knew  I  would  tell  them  if  he  received  five,  but  that 
in  spite  of  my  warnings,  he  went  on.  I  tell  them  that 
if  he  gets  five  more,  I  shall  ask  them  to  take  him  away 
from  the  school,  for  I  don't  want  any  boys  here  who 
will  go  on  deliberately  and  do  wrong  ten  times,  when 
they  know  the  consequences  ;  and  I  add  that  I  shall 
not  take  him  back  again.  It  seems  hard,  and  perhaps 
the  parents  scold  about  it  and  say  that  their  son  is  as 
good  a  boy  as  others ;  but  I  am  firm,  and  refuse  to 
take  him  back. 

"  The  result  is,  that  the  rest  of  the  school  sees  that 
'  marks'  mean  something,  and  they  are  careful  not  to 


SCHOOL  AMUSEMENTS. 

get  them,  careful  not  to  do  wrong  ;  and  so  our  school 
is  orderly  and  you  study  and  I  teach. 

"  Most  likely  you  will  all  learn  the  meaning  of  marks 
without  our  having  to  lose  some  John  Smith.  I  don't 
expect  to  have  to  send  any  boy  away ;  I  certainly 
hope  not  to. 

"  What  do  you  think  of  this  plan,  boys  ?  Which  plan 
do  you  like  best  ?  the  scolding  plan,  or  the  marking 
plan,  (I  take  a  vote.)  Be  sure  you  mean  to  adopt  it  as 
our  plan.  If.  any  boy  thinks  he  can't  come  in  under 
such  an  arrangement,  he  had  better  talk  about  it  to 
his  parents,  and  get  them  to  send  him  to  some  other 
school.  I  want  to  have  you  all  tell  them  of  the  plan. 
It  is  something  new,  and  they  ought  to  know  all 
about  it.  Every  boy  that  comes  to  school  to-morrow 
morning,  I  shall  consider  as  having  made  up  his  own 
mind,  and  obtained  his  parent's  consent,  to  remain 
under  this  plan  of  governing  by  marks.  You  may  be 
sure  that  I  have  thought  carefully  of  it,  and  am  so 
sure  that  it  is  the  best  plan,  that  I  shall  teach  under 
no  other.  If  my  school  is  small,  I  shall  feel  that  I 
had  rather  teach  twenty  in  this  way,  than  scold  fifty 
or  a  hundred. 

"  But  there  is  a  way  of  getting  off  these  marks  that 
you  must  understand.  I  will  explain  it. 

"  Every  boy  will  have  at  least  three  recitations  every 
day.  At  each  of  the  classes  I  shall  keep  a  book  by  me, 


MANAGEMENT.  165 

and  if  a  boy  recites  well,  really  well,  in  fact  perfectly, 
I  shall  give  him  '  four  ;'  if  not  quite  perfectly,  '  three ;' 
if  only  tolerably,  '  two  ;'  if  badly, '  one  ;'  and  if  not  at 
all,  or  absent  without  excuse,  I  shall  give  'naught.' 
Now  if  a  boy  gets  '  four'  at  each  of  his  three  recita- 
tions, that  will  make  twelve  for  the  day,  and  if  he  does 
so  all  the  week — five  days — he  will  get  five  times 
twelve,  which  is  sixty.  Understand ;  a  boy  who  re- 
cites perfectly  all  the  week  will  get  sixty  ;  one  who 
doesn't  do  quite  as  well  may  get  fifty  or  fifty-five,  and 
so  the  numbers  will  vary  from  sixty  down  to  forty, 
thirty,  twenty,  and  perhaps  down  to  ten. 

"  Every  Saturday  I  shall  add  up  each  boy's  numbers 
for  the  week,  and  write  the  total  out,  in  the  blank  for 
that  week,  opposite  his  name ;  so  that  on  Monday 
morning  he  may  see  just  how  well  he  stood  for  the  last 
week.  Then  at  the  end  of  the  term  I  shall  add  up  the 
total  of  the  weeks.  If  there  are  ten  weeks,  and  a  boy 
gets  '  four'  at  every  lesson,  that  is  sixty  every  week, 
he  will  get  six  hundred  for  his  grand  total.  Some 
will  get  this,  and  the  total  will  vary  from  the  highest 
number,  all  the  way  down  to  one  or  two  hundred. 
Then  I  shall  print  on  a  little  sheet  of  paper  a  list  of 
your  names,  with  the  six  hundreds  at  the  top,  the  next 
highest  next,  and  so  on,  with  the  '  dunce '  or  bad  boy, 
who  could  study  but  wouldn't,  at  the  very  fag  end. 
These  sheets  I  shall  send  to  your  parents,  and  show 
them  all  around  town.  Who  wants  to  be  at  the  little 


166  SCHOOL  AMUSEMENTS. 

end !  (It  may  be  added  to  this  that  a  yearly  cata- 
logue will  be  published,  in  which  the  names  will  be 
arranged  in  the  order  of  the  totals  for  the  terms.) 

"  Do  you  understand  this  system  of  marking  for  reci- 
tations ?  Well ;  if  a  boy  has  a  bad  mark  one  week, 
he  may  get  it  off  by  studying  hard  enough  and  reciting 
well  enough  the  next  week  to  get  sixty.  I  do  this 
because  I  know  that  if  he  studies  hard  enough  to  do 
that,  he  won't  have  any  time  to  be  in  mischief,  and 
because  I  shall  see  that  he  is  trying  to  reform  himself ; 
and  that  I  always  want  to  encourage. 

"  Now,  boys,  you  have  heard  my  whole  plan  of  school 
government.  Think  of  it  and  talk  about  it  at  home, 
and  come  to  school  to-morrow  prepared  to  go  to  work 
under  it." 

Such,  fellow-teachers,  is  the  sum  and  substance  of 
this  system.  There  are  NO  "  rules ;"  these  are  not  even 
alluded  to  ;  but  every  scholar  understands  that  he  is 
to  obey  his  own  "  school-conscience."  Of  course  the 
teacher  will  do  well  to  define  his  own  ideas  of  the 
behavior  appropriate  to  the  school-room,  and  he  may 
do  this  without  ordaining  any  other  rule  than  the  one 
given  under  the  subject  of  "Principles."  It  has  at 
least  the  merit  of  being  easily  understood  and  easily 
applied.  It  has  many  others,  I  think,  which  will  be 
more  obvious  when  I  have  spoken  of  the  results.  It 
is  based  on  the  principles  above-mentioned ;  if  they 
are  just,  this  system  must  be. 


MANAGEMENT.  157 

Results. 

1.  At  the  inauguration  of  such  a  system,  no  little 
trouble  may  be  experienced.  Boys  who  have  been 
accustomed  to  a  scolding  or  punishment  directly  upon 
detection  in  wrong  conduct,  as  they  find  that  the 
teacher  does  nothing  beyond  making  a  mark  against 
their  names,  will  be  apt  to  think  that  "  marks"  are  of 
little  consequence,  and  that  they  are  at  liberty  to  do 
as  they  please. 

But  the  teacher  will  need  to  say  to  his  school  (not 
individuals)  that  he  fears  that  on  Saturday  he  shall 
have  quite  a  number  of  calls  to  make.  This,  in  many 
cases,  will  produce  the  desired  effect ;  but  he  will,  for 
the  first  two  or  three  weeks,  have  occasion  to  see  the 
parents  of  many  of  his  scholars.  He  will  be  glad  of 
these  occasions ;  there  will  be  opportunities  for  him 
to  explain  his  system.  Of  course  he  will  tell  them 
that  no  very  serious  misconduct  has  occurred,  and 
that  if  they  will  aid  him  with  their  influence,  none 
need  be  apprehended.  In  all  probability,  marks  will 
decrease  after  these  visits.  In  some  cases  they  may 
run  up  to  seven,  eight,  or  nine,  but  he  can  control  the 
matter  then  by  speaking  very  kindly  but  as  firmly  to 
individuals,  and  perhaps  to  their  parents  again. 

He  will  find  that  the  appearance  of  the  roll  on  the 
first  Monday  morning  will  aid  him  essentially.  The 
idle  and  mischievous  boys  of  course  stand  lowest ; 


168  SCHOOL   AMUSEMENTS. 

they  see  their  positions ;  and  especially  if  a  scheme  is 
prepared  of  their  relative  standing,  and  they  find 
themselves  near  the  bottom  of  the  list,  they  will  be 
prompted  to  study  harder,  and  thus  will  be  too  much 
occupied  to  be  in  mischief. 

The  teacher  will  do  well  also  to  bring  in  as  many 
"  general  exercises"  as  possible,  to  fill  up  time.  He 
will  also  commence  his  plans  of  out-door  amusement, 
and  show  himself  in  these,  and  in  every  way,  disposed 
to  make  school  pleasant,  so  that  all  shall  fear  to  be 
sent  away.  If  he  has  commenced  the  formation  of  a 
company,  he  may  say  that  only  school-boys  can  belong  ; 
that  if  a  boy  is  sent  away  from  school,  he  cannot 
remain  in  the  company.  By  these  means  it  will  be 
strange  if  he  does  not  succeed  in  establishing  the  sys- 
tem and  when  it  is  firmly  established  he  will  have 
little  trouble  in  carrying  it  on. 

2.  The  teacher  may  meet  with  opposition  from 
parents.  Let  him  have  called  on  all  who  are  likely  to 
feel  the  halter  draw,  and  so  have  a  poor  opinion  of  the 
law,  before  trouble  comes  on.  He  will  find  parents 
willing  listeners,  and  if  he  states  the  case  fully  and 
fairly,  he  will  undoubtedly  convince  them  of  the  ex- 
cellence of  the  plan.  If  any  are  opposed,  talk  over  the 
plan  very  carefully,  compare  the  old  and  new  systems, 
quote  authority,  do  everything  possible  to  conyince, 
and  then  if  they  oppose,  advise  them  to  remove  their 
children  and  keep  them  away  until  they  can  see  the 


MANAGEMENT.  169 

effects  of  the  plan.  Removals  will  be  very  few,  for  the 
boys  themselves  will  wish  to  remain.  The  teacher 
may  lose  a  few  scholars  at  first,  and  some  may  be  sent 
away,  but,  in  the  end,  he  will  have  no  occasion  to  re- 
gret the  adoption  of  the  plan.  In  recent  experience  I 
have  met  opposition  from  influential  sources,  but  I  have 
built  up  a  school  larger  and  more  profitable  than  any 
previous  school  in  that  city  ;  and  I  may  challenge 
comparisons  in  respect  to  orderly  behaviour  with  any 
school  in  the  land.  This  result  was  the  more  gratify- 
ing for  the  reason  that  I  began  with  most  unpromising 
materials. 

3.  The  scholars  will  certainly   approve  the  plan. 
Children  weary  of  continual  reproof.     Besides   this, 
they  see  the  workings  of  a  plan,  and  influences  can 
easily  be  brought  to  bear  to  make  them  understand 
that  their  individual  cooperation  is  necessary  ;  and 
they  will  be  pleased  to  aid  in  making  "  our  school"  a 
good  one  and  a  pleasant  one.     Throwing  the  govern- 
ment of  the  school  on  their  shoulders,  making  them 
control  themselves  under  the  plan  which  applies  to  all, 
and  of  which  the  teacher  does  little  more  than  register 
the*  results — this  will  interest  them.     I  speak  from 
experience. 

4.  To  sum  up  the  results,  the  teacher  will  find  that 
he  has  more  time  to  teach,  better  nature  to    teach  with, 
fewer  cases  of  discipline,  and  more  complete  success,  than 
he  could  have  under  "  the  scolding  plan." 

8 


170  SCHOOL   AMUSEMENTS. 

Whispering. 

A  shoal  over  which  I  wish  to  place  a  buoy,  to  pre- 
vent running  a-ground  while  sailing  under  these  orders, 
is — Communicating  in  studying  hours.  How  much 
trouble  has  this  matter  given  teachers ! 

It  may  be  set  down  as  a  truth  that  communication 
cannot  be  entirely  prevented.  Even  the  best  scholars 
will  occasionally  whisper.  They  do  not  intend  to 
violate  law,  but  they  "  can't  help  it." 

It  becomes  a  question,  then.  How  can  we  prevent 
it  as  much  as  possible  ?  I  answer  : 

1.  By  convincing  the  scholars  of  the  injurious  efiects 
of  communication  on  themselves,  individually,  and  on 
the  whole  school.  This  may  be  done  by  frankly  re- 
viewing, with  them,  the  results  of  allowing  free  com- 
munication, and  discussing  plans  for  avoiding  such  re- 
sults. They  can  be  made  to  understand  how  that 
whispering,  by  leading  to  talking,  and  that  to  playing, 
is  at  the  foundation  of  general  disorder,  by  a  story 
like  this : 

"  Holland,  you  know,  is  a  very  low  and  flat  country. 
Much  of  it  is  below  the  level  of  the  sea.  Were  it  not 
for  the  extensive  embankments  which  have  been  built 
by  that  industrious  people  to  keep  out  the  sea,  the 
whole  country  would  be  only  a  vast  salt  marsh.  In- 
stead of  roads  they  have  canals.  These  are  very 
easily  built,  and  are  supplied  with  water  from  the  sea, 


MANAGEMENT.  171 

which  is  let  in  through  great  wooden  gates,  built  in 
the  embankments.  In  spite  of  all  their  care,  inunda- 
tions sometimes  happen,  which  do  immense  damage. 
When  the  tide  is  high,  the  water  dashes  against  these 
sand-banks  ;  and  although  at  first  only  a  little  breach 
is  made,  yet  the  loose  sand  gives  way  by  degrees,  un- 
til, occasionally,  it  works  a  passage,  and  pours  in  with 
resistless  fury,  washing  everything  before  it — houses, 
cattle,  people  and  all.  They  prevent  such  deplorable 
accidents  only  by  great  care  in  watching  for  the  first 
appearance  of  a  break,  and  immediately  stopping 
it  up. 

"  One  night,  a  little  Hollander,  about  six  years  old, 
was  coming  home  very  late.-  He  had  been  away  for 
the  doctor,  for  his  mother  was  sick.  As  he  was  pass- 
ing along  near  one  of  the  embankments,  he  heard  the 
trickling  of  water.  It  was  so  dark  that  he  had  to 
hunt  around  for  some  time  before  he  found  it,  but  at 
last  he  discovered  that  between  the  side  of  one  of  the 
gates  and  the  bank,  there  was  a  little  hole  worn, 
through  which  the  water  was  trickling  in  quite  a 
stream.  He  was  a  little  fellow,  but  he  was  wise 
enough  to  know  that  if  the  water  was  left  to  run 
long,  it  might  soon  wear  a  larger  hole,  and  very  likely 
burst  through  in  a  regular  inundation  before  morning. 
He  tried  to  stop  the  hole  with  sand  and  little  sticks, 
but  the  water  still  trickled  through  ;  he  couldn't  find 
anything,  in  the  dark,  which  would  stop  it ;  so  what 


172  SCHOOL   AMUSEMENTS. 

did  he  do?  He  thrust  in  his  little  fist,  and  that 
stopped  the  water  effectually. 

"But  after  awhile  he  began  to  grow  sleepy  and 
chilly.  He  wanted  to  take  his  hand  out,  for  his  arm 
ached,  and  he  thought  of  home  and  his  warm  bed. 
But,  like  a  little  hero  as  he  was,  he  stood  to  his  post. 
His  head  nodded,  and  he  almost  got  to  sleep  ;  but  the 
thought  that  he  was  saving  so  much  danger  and 
trouble  to  his  own  family  and  the  whole  village,  and 
perhaps  the  whole  country,  gave  him  strength,  and  he 
stood  to  his  post ! 

"  In  the  morning,  very  early,  his  friends  and  neigh- 
bors, who  had  started  out  to  look  for  him,  found  him 
nodding  and  shivering  at  the  gate,  but  still  at  his 
post.  You  may  well  believe  that  they  were  delighted 
with  the  prudence  and  bravery  of  the  little  fellow. 
And  it  was  not  long  before  the  whole  country  heard 
of  it,  even  the  king  himself,  who  ordered  a  monument 
to  be  erected  to  his  honor,  and,  on  the  top  of  it,  a 
marble  statue  of  the  little  hero. 

"  Now,  boys,  let's  find  the  moral  of  this  good  story. 
The  inundation  of  disorder  in  a  school  generally 
trickles  through  a  little  whispering  hole  that  each  of 
you  have,  just  under  your  noses.  And  that  boy  who 
really  wishes  to  do  his  part  in  preventing  the  pouring 
in  of  a  whole  sea  of  talking  and  laughing  and  playing, 
will  do  his  best  to  stop  up  the  whispering  hole.  In 
other  schools  that  you  have  been  at,  haven't  you  ob- 


MANAGEMENT.  173 

served  that  if  the  boys  were  allowed  to  whisper  as 
much  as  they  pleased,  they  generally  went  farther,  and 
became  very  disorderly?  Now,  I  know  that  it  is 
rather  hard  not  to  whisper,  if  you  have  been  in  the 
habit  of  it,  but  are  you  not  willing  to  try  to  abstain  ? 
Very  soon  you  will  get  used  to  being  silent,  and  it 
will  be  easy  to  do  so ;  you  won't  think  of  it  at  all. 

"  Boys,  you  know  that  I  am  something  of  a  boy  my- 
self. I  like  play  about  as  well  as  any  of  you,  and  I 
believe  in  playing,  and  playing  hard,  and  having  real 
'  fun?  but  only  in  play-hours.  Just  think  a  moment. 
You  play  until  nine  o'clock,  and  then  for  only  an  hour 
and  a-half — only  ninety  little  minutes,  you  are  in 
school ;  then  comes  a  recess,  full  of  play ;  then 
another  ninety  minutes,  and  a  noon-time,  for  play ; 
and  it's  just  so  in  the  afternoon.  Now  am  I  not  rea- 
sonable in  asking  you  to  abstain  from  whispering — 
which  leads  to  playing — for  only  an  hour  and  a-half 
at  a  time  ?  Am  I  not  reasonable  ?" 

A  talk  like  that  will  convince  a  large  majority. 
For  the  remainder  we  must  have 

2.  Some  arrangement  like  that  of  short  recesses  of 
five  minutes,  every  half  hour,  for  whispering,  without 
leaving  seats,  or,  at  least,  forms.     Get  all  to  agree  to 
this,  to  promise  on  their  honor,  not  to  whisper  during 
study  hours,  if  you  will  give  them  these  recesses.     But 
you  must  control  stubborn  cases  by 

3.  Marking  for  whispering,  on  the  ground  that  al- 


174  SCHOOL  AMUSEMENTS. 

though  whispering,  in  itself,  is  not  a  great  offence,  yet 
because  it  leads  to  worse  conduct,  because  almost  all 
wish  to  join  with  you  in  breaking  up  the  habit,  and 
because  the  short  recesses  afford  all  necessary  time  for 
it,  it  must  be  regarded  as  a  markable  offence. 

I  have  in  this  way  procured  a  state  of  things  in  my 
school  which  was  gratifying  and  a  source  of  pride. 

EEPUBLICANISM. 

Under  the  system  which  has  been  advocated  there 
is,  perhaps,  as  little  of  the  form  of  government  as  is 
possible ;  but  the  spirit  in  which  this  little  is  to  be 
administered  may  be  either  monarchical  or  republican, 
or,  better,  it  may  be  a  happy  admixture  of  both. 

The  teacher  may  well  be  both  king  and  president. 
There  are  occasions  when  he  must  exercise  his  auto- 
cratic powers,  and  there  are  others  where  it  will  be 
wise  for  him  to  allow  Republicanism  to  have  power. 

We  will  suppose  a  few  instances,  for  illustration. 

1.  A  boy  has  committed  an  offence  for  which  he  has 
been  marked.  He  comes  to  the  teacher  with  the  ex- 
cuse, "  I  didn't  know  it  was  wrong ;"  in  other  words, 
he  declares  that  his  inward  monitor  did  not  tell  him 
that  the  act  was  wrong. 

It  is  now  for  the  teacher  to  decide  on  the  probability 
of  the  truth  of  this  excuse.  If  he  believes  the  boy  to 
be  dishonest,  he  may  use  his  authority,  as  king,  and 


MANAGEMENT.  175 

refuse  to  remove  the  mark,  explaining  his  course  to 
the  boy,  or  not,  as  seems  best.  But  if  he  is  in  doubt 
in  regard  to  the  boy's  honesty  :  if  it  is  quite  possible, 
owing  to  the  nature  of  the  offence,  that  he  did  not 
know  that  he  was  doing  wrong ;  then  I  would  advise 
an  appeal  to  the  school. 

After  stating  the  whole  case  clearly  to  them,  let 
them  vote  on  the  question, — Shall  the  mark  be  re- 
moved. Do  not  fail  to  urge  on  all  the  justice  of  clos- 
ing the  door  of  sympathy.  Tell  them  that  this  a  ques- 
tion not  of  mercy  but  justice.  Require  a  decided  ma- 
jority one  way  or  the  other. 

Even  if,  through  sympathy,  the  vote  may  be  to  re- 
move the  mark,  you  will  lose  nothing,  for  if  you  fear 
to  trust  them,  you  may,  hereafter,  remain  the  king. 
But  you  will  gain,  in  either  event,  the  confidence  of 
your  scholars.  They  will  see  that  you  are  to  treat 
them  as  beings  capable  of  judging,  to  some  extent, 
between  right  and  wrong  ;  you  have  entrusted  to  them 
the  power  of  deciding,  and  thus  have  given  them  the 
privilege  of  self-government.  If,  as  is  most  probable, 
they  have  decided  the  case  in  accordance  with  your 
"  instructions  to  the  jury,"  you  have  established  a  rule, 
applicable  to  this  and  other  similar  cases. 

2.  Suppose  that  it  is  of  little  consequence  at  what 
time  your  recesses  come.     Let  them  decide,  by  voting, 
on  the  times,  and,  perhaps,  on  the  length  of  recesses. 
•   3.  Suppose  that  it  is  a  part  of  your  plan  to  have 


176  SCHOOL   AMUSEMENTS. 

school  officers, — such  as  secretary,  postmaster,  banker, 
editors,  captains  "  in  spelling  matches,"  examiners  of 
•writings  (to  detect  errors),  in  short,  occupants  of  any 
post  of  honor.  Let  these  be  elected. 

In  these  elections,  balloting  is  generally  the  best 
way. 

There  are  other  ways  by  which  the  Republican  ele- 
ment may  enter  into  a  system  of  school  government, 
and  I  advise  its  entrance  to  as  great  an  extent  as  is 
possible. 

LECTUEES. 

Lecturing  seems  to  have  become  an  established  "  in- 
stitution" among  us.  We  like  to  sit  in  a  comfortable 
room,  surrounded  by  our  friends  and  neighbors,  and 
have  information  poured  into  us  by  travellers  and 
essayists,  politicians,  poets  and  priests.  It  is  a  lazy 
way  of  learning,  however,  and  by  no  means  to  be  re- 
commended as  the  only  method  of  acquiring  knowledge; 
but  it  has  its  advantages.  If  our  lecturers  would  seek 
to  instruct  rather  than  to  entertain,  we  should  learn 
more,  though  we  might  laugh  less. 

Lectures  for  children  may  be  made  very  profitable  to 
them.  They  are  hungry  for  information,  absorpent 
of  facts,  and  may  be  as  much  pleased  with  a  talk  on 
zoology,  or  the  making  of  cutlery,  including  jack- 
knives,  as  with  the  exhibition  of  Signor  Blitz,  and  his 
learned  canaries.  -,  * 


LECTURES.  177 

Last  winter,  the  following  course  of  lectures  was 
given  in  the  school-room  of  the  writer  : 

One  of  the  clergymen  of  the  city — an  accomplished 
scholar — lectured  on  Astronomy.  In  his  lecture,  he 
endeavored  to  make  plain,  to  youthful  understandings, 
the  causes  of  night  and  day,  of  the  seasons,  of  eclipses, 
and  of  tlie  tides.  He  talked  learnedly,  yet  clearly,  of 
the  moon,  and  exhibited  the  various  theories  concern- 
ing aerolites.  He  did  not  overwhelm  his  audience 
with  the  full  grandeur  of  the  subject,  but  picked  out 
the  parts  most  likely  to  interest  and  profit  children. 

A  physician  talked,  on  another  evening,  on  Physio- 
logy. He  made  the  subject  practical,  teaching  his  au- 
dience the  advantages  of  "  sitting  up  straight"  of  eat- 
ing slowly,  of  breathing  pure  air,  of  developing  the 
cJiest  and  lungs.  His  lecture  was  eminently  instructive 
and  useful, 

A  railroad  engineer  came  next,  who  lectured  on 
Railroads  and  Locomotives.  He  explained  the  princi- 
ples and  processes  of  road-making,  including  bridge-mak- 
ing, in  which  part  he  narrated  the  wonderful  construc- 
tion of  the  Suspension  Bridge  at  Niagara  Falls.  He 
gave  us  the  history  of  the  locomotive,  the  improvements 
of  various  inventors,  and  the  construction  and  action  of 
locomotive  engines.  His  lecture  was  illustrated  by 
drawings  and  black-board  sketches,  and  was  extremely 
interesting. 

A  fourth  lecture  was  upon  Electricity,  given  by  the 
8* 


178  SCHOOL  AMUSEMENTS. 

writer,  assisted  by  a  brother-teacher  of  the  city.  Our 
apparatus  comprised  (when  united)  almost  everything 
manufactured  by  Chamberlain,  of  Boston,  and  our  ex- 
periments were  full  and  successful.  One  of  us  did  the 
talking,  the  other  the  experimenting,  and  the  boys  and 
their  friends  were  instructed  and  delighted. 

A  gentleman  of  remarkable  mechanical  abilities,  the 
inventor  of  several  useful  machines  and  applications, 
consented  to  give  the  fifth  lecture,  on  Machinery,  espe- 
cially the  operations  of  all  kinds  of  steam-engines.  Ex- 
periments were  made  illustrating  the  properties  and 
powers  of  steam  ;  the  history  of  steam  and  its  applica- 
tion to  machinery,  were  very  thoroughly  given,  and  the 
lecture  was  a  decided  success.  An  attractive  feature 
of  the  entertainment  was  a  working  model  of  a  steam- 
boat-engine, and  the  high-pressure  engine  of  a  flouring- 
mill. 

The  illness  of  a  lawyer  prevented  his  delivering  a 
lecture  on  Laws  and  their  operations.  He  intended  to 
read  and  explain  the  Constitution  of  the  United  States, 
and  of  our  own  State,  our  laws  and  penalties,  the  modus 
operandi  of  elections,  and  the  details  of  municipal  govern- 
ment. His  inability  to  give  this  lecture  was  much  re- 
gretted. 

These  lectures,  together  with  others  given  by  the 
writer,  on  various  subjects,  occupied  nearly  the  whole 
of  the  winter.  They  were  attended  by  my  boys,  and 
many  of  their  parents,  sisters,  and  other  friends,  and 


LECTURES.  179 

were  listened  to  with  the  greatest  interest.  They  gave 
character  to  the  school ;  they  evinced  the  endeavors  of 
the  teacher  to  make  his  school  the  best  he  could. 
Looking  at  the  matter  pecuniarily,  it  was  a  wise 
"  move."  Two  of  these  lecturers  were  paid,  and  paid 
well,  but  the  money  was  a  profitable  investment,  as  the 
continued  increase  of  the  school  testified. 

Now,  there  are  many  teachers  who  can  get  up  a 
course  of  lectures  similar  to  these,  and  it  would  seem 
that  they  should  need  only  a  hint,  to  do  it ;  but  there 
are  also  many  teachers  who  prefer  to  enjoy  their  even- 
ings in  their  rooms,  or  in  society.  Let  them.  If  they 
have  any  business-wisdom,  or  any  benevolent  desire  to 
benefit  their  pupils,  or  any  wish  to  be  popular,  they 
will  take  this  hint,  and  some  of  the  others  contained 
in  this  book,  and  profit  by  them.  If  the  writer  has 
had  any  success  as  a  teacher,  success  both  in  imparting 
knowledge  and  receiving  a  good  income  from  the  busi- 
ness, it  has  been  owing,  in  part,  at  least,  to  his  con- 
stant efforts  to  "make  school  interesting,"  by  such 
means  as  he  describes  in  this  volume. 

A  word — and  one  which  may  seem  almost  unrfeces- 
sary — on  the  character  of  these  lectures.  Their  aim 
should  be  not  to  make  children  wonder,  but  to  inform 
and  entertain  them.  Scientific  words  and  technical 
expressions  should  be  avoided ;  explanations  should 
be  made  most  clearly,  and  questions  encouraged  and 
patiently  answered  ;  illustrations  should  be  given,  by 


180  SCHOOL  AMUSEMENTS. 

apparatus  and  models,  as  far  as  practicable,  and  by 
drawings,  freely  and  fully.  A  scientific  lecture  can  be 
made  more  interesting  to  children  than  a  story.  Who- 
ever has  read  "  The  Chemistry  of  a  Candle,"  or  "  The 
Chemistry  of  a  Tea-kettle,"  in  Dickens's  "  Household 
Words,"  will  testify,  I  am  sure,  to  the  truth  of  this 
assertion.  Children  are  so  fond  of  hearing  about  the 
phenomena  of  nature,  the  wonders  of  science,  the  ad- 
ventures of  travellers,  the  biographies  of  eminent  men, 
and  similar  matters,  and  they  receive  so  much  profit 
from  hearing  them,  that,  for  one,  the  writer  takes 
pleasure  in  talking  to  them.  The  up-turned  faces  and 
sparkling  eyes  of  boys  and  girls  inspire  me,  and  I  wish 
to  become  better  qualified  to  please  and  profit  them. 
I  subjoin  a  list  of  subjects  for  lectures  and  talks  : 

Air.  Glass. 

Electricity.  Printing  and 

Railroads  and  Book-making. 

Locomotives.  Gas. 

Travels.  Chemistry. 

"Physiology.  Photography. 

Life  at  Sea.  Geology. 

Cotton.  The  Metals. 

Laws.  What  we  eat  and  drink. 

The  Indians.  India-rubber. 
Physical  Geography.         What  we  wear. 

Pneumatics.  Elections. 


LECTURES. 


181 


The  Steam-engine. 

Machinery. 

Architecture. 

Philology. 

Technology. 

Gold  and  Silver. 

Fire-arms. 

Cutlery. 

Heat. 

London. 

Paris. 

New  York. 

Water. 

The  Telegraph. 

Astronomy. 

General  History. 

Biography. 

Ships  and  Steamers. 

Iron. 

Painting  and  Sculpture. 


Zoology. 

Italy. 

The  Revolution. 

Nineveh. 

Artificial  Teeth. 

Japan. 

Central  America. 

Arctic  Explorations. 

Islands. 

The  Bible. 

Hunting  and  Fishing. 

California. 

Australia. 

Engraving. 

Volcanoes. 

The  Trades. 

Underground. 

Whaling. 

Politics. 

Boys. 


There  are  many  books  which  may  be  consulted,  in  pre- 
paring for  these  lectures,  a  partial  list  of  which  will  be 
found  at  the  end  of  the  book.  There  is  one,  however, 
a  recent  publication,  which  deserves  mention  particu- 
larly, on  account  of  its  usefulness  in  its  department.  I 
refer  to  Porter's  Chemistry,  a  work  just  issued  [1856] 
by  Messrs.  A.  S.  Barnes  &  Co.  One  peculiarity  and 


182  SCHOOL  AMUSEMENTS. 

excellence  of  this  book  consists  in  the  simplicity  of  its 
experiments.  A  teacher  who  has  no  experience  in  the 
manipulations  of  experiments,  may  venture,  with  this 
guide,  and  at  the  most  trifling  expense,  to  illustrate  all 
the  facts  and  principles  of  chemistry.  Its  excellence, 
also,  for  a  class  text-book  is  so  great  that  there  can  be 
no  doubt  of  its  very  general  adoption. 

FACTS. 

I  was  troubled,  some  time  since,  by  the  want  of  punc- 
tuality in  my  scholars.  I  had  just  undertaken  the 
management  of  a  school  which  had  "  run  down,"  under 
the  control  of  a  man  who  had  governed,  at  times  with 
severity,  at  times  with  laxity  of  discipline,  and  I  was 
at  a  loss  what  course  to  pursue  to  create  a  reformation 
in  this  particular.  Acting,  however,  on  the  principle 
of  attracting  rather  than  coercing,  I  determined  on  the 
following  plan  :  I  was  not  sure  of  its  success,  and  I 
did  not  make  known  my  motive,  intending  to  try  other 
means  if  this  failed.  At  ten  minutes  before  nine,  I 
rang  the  "  first  bell ;"  at  two  minutes  before  nine,  I 
tolled  the  "  second  bell,"  and  at  nine,  precisely,  I  closed 
and  locked  the  door.  After  opening  school  with  the 
usual  devotional  exercises,  I  told  the  few  who  were  at 
their  seats  that  I  intended  to  spend  a  quarter  of  an 
hour,  every  morning,  in  telling  them  something  inter- 
esting, something  which  they  would  be  pleased  and 


FACTS.  183 

profited  to  hear ;  and  I  began  at  once  to  tell  them 
about  what  I  saw  when  I  was  at  Vesuvius  and  Pompeii. 
I  made  the  narration  as  interesting  as  I  could,  and,  at 
the  end  of  the  fifteen  minutes,  I  opened  the  door  and 
admitted  the  outsiders.  They  had  arrived,  and  had 
been  surprised  to  find  the  door  locked ;  a  few  of  them 
had  made  a  little  disturbance,  and  two  or  three  had 
gone  away ;  but  I  said  nothing,  and  we  went  on  with 
the  regular  exercises.  The  process  was  repeated  every 
morning.  I  took  pains  to  have  something  really  in- 
teresting, and  I  soon  began  to  observe  the  effects. 
They  who  had  heard  the  "  facts,"  as  I  called  them,  told 
their  tardy  companions  what  pleasant  information  the 
teacher  had  given  them,  and  advised  them  to  come  in 
time,  if  they  wanted  to  hear  something  nice.  I  was 
walking  behind  two  of  my  boys,  one  morning,  on  my 
way  to  school — two  of  the  quondam  tardies — and  over- 
heard one  of  them  say,  "  Hurry  up,  or  we  shan't  be  in 
time  for  the  '  fact !'  "  In  a  few  weeks  I  had  induced 
a  good  degree  of  punctuality,  although  there  were 
some  who  could  only  be  persuaded  to  be  punctual  by 
being  deprived  of  their  recesses. 

In  this  way  I  was  led  to  adopt  the  general  plan  of 
giving  a  fact  every  morning,  a  plan  which  I  have  re- 
tained, and  shall  continue.  There  are  thousands  of 
facts  to  be  met  with,  and  if  the  teacher  enters  in  his 
memorandum-book  such  items  as  he  cannot  fail  to  meet 
with  in  his  readings  of  books  and  papers,  he  will 


184  SCHOOL  AMUSEMENTS. 

gather  a  large  stock  of  the  kind  he  will  need.  Some 
of  mine  are  as  follows  : 

A  telegraphic  message,  sent  from  New  York  to  St. 
Louis,  will  get  there  about  an  hour  before  it  started. 
Why? 

If  an  ignorant  boy  were  to  dispute  your  assertion 
that  the  earth  is  round,  how  could  you  prove  it  to  him. 
I  give  the  proof,  using  the  black-board  as  an  assistant. 

Personal  adventures  in  the  Mammoth  Cave  of  Ken- 
tucky. 

How  the  English  and  French,  with  the  Turks,  got 
to  fighting  with  Russia. 

About  St.  Peter's  Cathedral,  at  Rome. 

Dr.  Franklin,  as  Postmaster-General. 

About  corks  and  sponges. 

Mummies. 

How  they  prepare  tea  in  China. 

It  would  be  easy  to  extend  the  list,  but  here  are 
enough  for  a  start. 

Sometimes,  instead  of  a  fact,  I  read  something  from 
Harper,  or  "  Household  Words,"  from  the  daily  paper, 
or  a  book. 

Thus,  in  the  course  of  a  year,  what  a  store  of  infor- 
mation a  boy  may  gain.  If  each  one  enters  the  fact 
of  the  morning  in  a  blank-book,  he  will  make  a  volume 
worth  a  great  deal  to  himself  and  his  friends. 


MEETINGS.  185 


ELECTIONS  AND   BUSINESS  MEETINGS. 

Many  a  young  man,  on  entering  the  arena  of  public 
life,  finds  himself  obliged  to  take  the  position  of  a 
looker-on,  because  he  lacks  confidence  to  stand  up  as 
a  contestant,  and  is  ignorant  of  the  rules  and  customs 
of  the  strife.  At  political  meetings,  so  many  of  which, 
of  various  kinds,  are  constantly  being  held  in  every 
city  and  village  of  the  land,  at  debating  clubs,  at  so- 
cial discussions,  before  any  audience,  however  small, 
the  young  man  who  has  enjoyed  no  advantages  of  train- 
ing, must  sit  in  a  corner,  must  hide  his  light,  if  he  has 
one,  under  a  bushel.  He  may  have  clear  conceptions 
of  the  subject  under  discussion  ;  he  may,  unconsciously, 
possess  no  small  degree  of  eloquence  ;  but  timidity,  and 
ignorance  of  "  parliamentary  rules,"  restrain  him,  and 
he  is  eclipsed  by  some  shallow-brain  who  has  learned 
the  art  of  letting  out  freely  his  watery  flow  of  weak 
ideas.  The  shallow-brain  gets,  ultimately,  to  Congress  ; 
while  he  of  the  corner,  either  afraid  or  unwilling  to 
"cope  with  so  formidable  an  adversary,"  remains  in 
obscurity.  It  often  happens  that  the  civil  affairs  of  a 
town  are  managed  entirely  by  a  few  talkative  and  am- 
bitious men,  who  have  the  gift  of  gab,  and  no  other 
gift.  To  these  the  wiser  men,  the  men  who  talk  less 
and  think  more,  submit ;  they  are  out-talked  at  town- 
meeting,  and  because  the  rabble,  who  are  influenced 


186  SCHOOL   AMUSEMENTS. 

more  by  speeches  than  reasons,  vote  with  the  speech- 
makers,  the  wiser  men  are  out-voted  also. 

In  advocating  early  and  thorough  instruction  in 
debate,  for  our  boys  and  young  men.  I  may  claim,  I 
think,  that  I  advocate  the  public  good,  as  well  as  their 
own  ;  for  although  some  boys  may  be  encouraged  and 
aided  to  become  mere  speakers,  and,  perhaps,  mere 
demagogues,  not  a  few  will  be  prepared  to  meet  and 
combat  successfully  the  errors  of  vapid  fluency. 

Boys  are  fond  of  imitating  men  in  every  respect. 
They  like  to  hold  meetings,  in  the  school-room,  for 
discussion  ;  and  if  decisions,  of  greater  or  less  import- 
ance, result  from  discussion,  they  yield  to  the  majority 
"like  men."  The  teacher  will  find  no  difficulty  in 
initiating  and  continuing  business  meetings  and  debates. 
There  will  be,  or  may  be,  frequent  elections  in  school. 
The  officers  of  the  company,  if  there  is  one,  are  mostly 
elective ;  the  officers  of  the  debating  club,  the  post- 
master, and  banker,  may  be  elected  ;  a  school  secretary, 
monitors,  if  any  are  employed,  leaders  in  spelling- 
matches,  superintendents  of  various  departments,  and 
other  office-holders,  may  wisely  be  chosen  by  the  school. 
There  are  also  frequent  questions  arising,  in  which  the 
boys  should  have  a  voice.  The  uniform  of  the  company 
may  be  left,  partly,  at  least,  to  their  decision  ;  the  ar- 
rangement of  recesses,  perhaps  even  of  the  hours  of 
study  and  recitation,  the  times  and  places  of  parade  or 
of  public  exhibitions,  and  other  matters  of  not  really 


MEETINGS.  187 

vital  importance,  may  safely  be  entrusted  to  them  for 
decision.  The  teacher  should  seek  occasions  for  call- 
ing school-meetings,  for  the  sake  of  teaching  the  boys 
how  to  discuss  and  decide. 

It  becomes  a  delicate  question,  how  far  a  teacner 
may  safely  leave  decisions  on  school  matters  in  the 
hands  of  his  scholars.  If  he  is  sure  of  a  correct  public 
sentiment  among  them,  and  if  he  is  sure  of  possessing 
the  proper  amount  and  kind  of  influence  over  them,  he 
may  leave  much  in  their  hands.  A  school  cannot  be  a 
pure  republic ;  the  teacher  must  be  in  some,  if  not 
most  respects,  an  absolute  monarch  ;  and  his  subjects 
should  be  well  aware  of  this  power,  and  of  the  reasons 
— which  they  can  easily  be  made  to  understand — for 
maintaining  it ;  but  he  may  yet  be  partly  a  President, 
and  with  tact,  and  an  uncontrolled  veto  power,  he  may 
govern  with  safety  and  success.  In  my  own  exper- 
ience, I  have  found  that  the  more  republican  I  allowed 
my  school  to  become,  the  more  pleasantly  and  easily  I 
could  govern  it.  The  very  fact  that  a  decision  is  in 
their  hands,  leads  them  to  think  seriously  on  the  mat- 
ter ;  and  it  may  be  safely  said  that  more  honest,  if  not 
wiser  votes  will  be  given  by  boys,  on  any  given  ques- 
tion, than  by  the  same  number  of  men. 

We  may  illustrate  this,  and,  in  doing  so,  I  shall  draw 
on  actual  experience. 

In  the  scheme  of  administration,  in  a  preceding  chap- 
ter, it  will  be  remembered  that  rules,  applying  to  all 


188  SCHOOL  AMUSEMENTS. 

cases  of  misconduct  possibly  to  be  anticipated,  were 
argued  against ;  the  single  rule — Do  right,  and  avoid 
wrong,  being  the  only  one  considered  necessary. 
Under  this  rule,  James  and  John  failed  to  come  in  at 
the  close  of  recess ;  they  stayed  out  several  minutes 
after  the  others  came  in  ;  and  to  punish  them,  and  se- 
cure greater  promptness  in  them  and  others  in  the  fu- 
ture, I  deprived  them  of  recess  for  two  days.  They 
protested  against  this,  not  by  words,  but  by  sullen  looks 
and  careless  actions.  On  asking  them  why  they  were 
angry  at  their  punishment,  they  replied  that  they  did 
not  know  that  I  was  particular  about  coming  in 
promptly ;  that  I  "  had  not  said  anything  about  it ;" 
that  they  didn't  know  they  were  doing  anything  wrong. 
I  thought  this  a  good  occasion  for  discussing  this  and 
similar  cases  which  might  occur  ;  so  I  said  nothing  in 
reply  to  them,  but,  at  the  close  of  school,  summoned  a 
school  meeting.  After  laying  the  case  fully  before  the 
boys,  and  giving  the  reasons  of  my  punishment,  I 
claimed  the  right  to  settle  the  matter  according  to  my 
own  opinions  of  right  and  wrong ;  I  appealed  to  them 
to  decide  whether  I  did  not  always  act  fairly,  whether 
I  ever  showed  partiality  ;  "  but,"  said  I,  "  I  am  willing 
to  leave  this  case  in  your  hands.  The  question  to  be 
discussed  and  decided  is  :  Was  the  punishment  just  ?" 
My  boys  had  not  at  that  time  become  accustomed  to 
express  their  opinions,  and  no  one  said  anything  ;  so, 
to  start  them,  I  said  :  "  Does  no  one  think  that  the 


MEETINGS.  189 

boys'  excuse  is  a  good  one,  or  that  cases  may  not  some- 
times occiii-  in  which  there  may  be  doubt  whether  an 
action  is  right  or  wrong  ?"  This  gave  material  to  one 
of  the  older  boys,  who  was  naturally  fond  of  opposing' 
and  he  rose  and  gave  expression  to  doubts  whether  a 
boy  could  always  do  right  without  the  guidance  of 
rules.  Another  boy,  a  bright  little  fellow,  followed 
him,  who  remarked  that  the  question  was  whether,  in 
this  particular  case,  the  punishment  was  just,  and,  for 
his  part,  he  thought  it  was.  At .  this  juncture  I  urged 
on  them  free  expression  of  sentiment,  but  took  no  notice 
of  what  had  been  said.  A  third  speaker  suggested  that 
the  boys  were  afraid  to  speak  out,  lest  they  might  make 
enemies.  I  argued  against  such  fear,  and  obtained  a 
unanimous  vote  that  no  one  should  receive  expressions 
of  ill-will  for  opinions,  on  account  of  words  uttered  in 
debate  ;  and  I  succeeded  in  creating  a  very  general 
sentiment  against  gagging  free  speech.  The  debate 
proceeded,  and  nearly  all  thought  the  punishment  just. 
On  a  vote  to  sustain  my  decision,  there  were  but  two 
"  noes." 

But  suppose  the  case  had  gone  against  me ;  admit 
that  to  a  certain  extent  I  should  lose  prestige  and 
power  ;  admit  that  there  would  be  danger,  that  occa- 
sions would  be  sought  to  overthrow  my  authority,  and 
admit  that  I  have  not  strength  and  tact  enough  to 
weather  the  storm  of  rebellion  which  might  arise ; 
this  at  least  must  be  confessed,  that  the  discussion,  as 


190  SCHOOL  AMUSEMENTS. 

such,  was  of  great  benefit  to  the  boys.  The  teacher 
must  judge  of  the  safety  to  his  throne  of  allowing  such 
disputes  ;  but  I  am  of  the  opinion  that  if  he  fortifies 
his  position  by  acts  of  kindness,  by  thoughts,  rather, 
and  looks,  and  smiles  of  kindness,  by  fairness  always, 
and  firmness  when  necessary,  he  may  trust  his  boys 
with  considerable  power. 

The  discussion  above  mentioned  led  to  another, 
namely  :  Is  it  best  to  adopt  a  code  of  laws  ?  This  de- 
bate was  held  one  evening,  and  some  of  the  parents 
attended.  To  ensure  speaking,  I  privately  instructed 
one  of  my  older  boys,  one  whom  I  knew  I  could  trust, 
with  arguments  in  the  affirmative  :  he  knew  my  mo- 
tives, and  was  willing  to  assist  me.  He  was  of  service 
in  keeping  up  the  debate,  which  might  otherwise  have 
flagged.  At  the  commencement  of  the  discussion  I 
announced  my  monarchical  properties,  my  possession 
of  the  veto,  but  said  that  I  would  yield  to  a  two-thirds 
vote  against  me  ;  that  if  as  many  as  that  desired  rules, 
I  would  yield.  I  also  claimed  the  right  to  participate 
in  the  debate. 

Not  to  make  too  long  a  story,  I  will  say  only  that 
we  had  a  most  interesting  debate,  and  that,  by  rather 
more  than  a  two-thirds  vote,  it  was  decided  to  have 
rules.  A  committee  was  chosen  to  draw  up  rules  for 
my  approval,  and  I  retained,  of  course,  the  right  of 
adding  any  rules  of  my  own.  The  result  was,  that  at 
a  second  meeting  to  hear  the  report  of  the  committee, 


MEETINGS.  191 

some  fifty  rules  were  proposed.  "  Oh  1"  said  one  little 
fellow,  "I  never  can  remember  all  those."  Others 
shared  his  feelings  ;  a  vote  to  reconsider  was  passed, 
and  after  a  renewed  discussion  and  another  advocacy 
of  my  opinions,  the  decision  of  the  previous  meeting 
was  reversed,  and  we  returned  to  our  old  and  single 
rule. 

There  happened  not  a  few  occasions  where  I  allowed 
power  to  pass  from  me  to  them  ;  but  they  never  abused 
my  confidence,  nor  was  my  authority  weakened. 

Now,  I  submit,  there  can  be  no  question  that  these 
debates  were  of  very  great  service  to  the  boys.  They 
learned  how  to  rise  without  confusion,  "  to  think  on 
their  legs,"  and  to  speak  without  stammering.  They 
learned,  also,  "  Parliamentary  rules,"  and  appreciated 
the  courtesies  of  debate.  A  debating  club  was  pro- 
posed, organized,  and  carried  into  very  successful 
operation.  Thus,  public  speaking  became  popular, 
and  my  boys  astonished  their  friends,  who  came  to 
hear  them.  If  any  of  them  shall  attain  to  eminence  in 
affairs  of  state,  I  shall  congratulate  myself  on  having 
been  instrumental  in  preparing  them  for  success,  and 
they  may  thank  me  for  my  efforts  in  their  behalf. 

Thore  was  no  need,  in  the  school  of  which  I  have 
been  speaking,  of  exercises  in  "  declamation."  I  must 
admit  that  I  dislike  the  plan  of  forcing  lads  to  de- 
claim. I  never  could  see  any  good  results  coming,  or 
likely  to  come,  from  it.  Certainly  if  boys  can  be  in- 


192  SCHOOL  AMUSEMENTS. 

duced  to  rise  and  speak  ex  tempore,  this  is  better  than 
the  declamation  of  borrowed  language.  In  the  latter 
case,  the  boy  knows  that  he  is  acting  a  farce  ;  he  does 
not  understand  the  eloquence  of  Webster  ;  he  knows 
that  he  is  on  stilts  ;  but,  in  the  former,  he  speaks  his 
own  thoughts,  on  a  subject  in  which  he  is  interested, 
and  he  speaks  freely,  naturally,  well. 

Let  me,  then,  urge  on  teachers  the  advantages  of 
encouraging  public  meetings  for  discussion  or  election. 
On  frequent,  and  even  on  slight  occasions,  call  busi- 
ness meetings  ;  or  let  a  written  request,  signed  by  a 
certain  number  of  the  boys  themselves,  be  understood 
as  authority  for  a  call. 

At  these  meetings  take  great  care  that  everything 
shall  be  done  in  accordance  with  the  rules  and  customs 
of  men. 

Let  there  be  a  "  School  Secretary,"  whose  business 
it  shall  be  to  keep  accurate  records  of  all  votes  and 
resolutions,  and  to  commit  to  writing  a  history,  of  all 
the  prominent  events  of  school  life.  This  office  should 
be  one  of  great  honor. 

At  first  the  boys  will  be  "  backward  about  coming 
forward  ;"  this  must  be  met  adroitly  by  the  teacher. 
Let  him  not  refer  to  the  difficulty  of  standing  before 
an  audience  to  speak,  but  let  him  rather  urge  them  to 
express  their  opinions  as  a  thing  of  course,  as  a  neces- 
sary step  towards  a  full  understanding  of  the  matter 
in  hand.  Conceal  the  fact  from  them  that  they  are 


MEETINGS.  193 

actually  "  speaking,  "  and  they  will  become  speakers 
without  being  aware  of  it. 

The  teacher  must  not  expect  that  his  business  meet- 
ings will  be  as  orderly,  at  first,  as  those  of  men  ;  but  he 
should  expect  to  secure  good  order  ultimately.  It 
may  be  long  before  they  learn  Parliamentary  rules, 
and  acquire  the  self-control  necessary  during  the  excite- 
ment of  debate.  There  will  be,  at  first,  much  talking 
and  playing  among  the  smaller  boys  and  those  not 
particularly  interested  :  they  who  are  engaged  in  the 
contest  will  be  claiming  "  the  floor"  often,  and  several 
at  once  ;  they  will  be  inclined  to  indulge  in  person- 
alities, will  speak  too  loud,  make  assertions  instead  of 
arguments,  "  beg  the  question,"  and  be  variously  and 
frequently  "  out  of  order."  All  this  must  be  patiently 
and  skilfully  met  and  controlled  by  the  teacher  ;  they 
will  improve ;  boys  are  plastic  in  the  hands  of  a 
man  who  has  their  affection,  confidence  and  respect. 
A  simple  plan  of  quieting  disorder  and  repressing 
excitement,  is  to  stop  all  procedings  and  keep  the 
room  still  for  two  or  three  minutes.  A  few  remarks 
like  these  will  accomplish  much  :  "  Boys !  I  suppose 
you  are  anxious  to  have  this  question  settled.  Some 
of  you,  also,  wish  the  meeting  over,  that  you  may  get 
out  to  play.  Well ;  to  effect  both  of  these  objects,  I 
shall  suspend  operations  until  the  room  is  quiet,  and 
as  soon  as  you  are  all  still,  we  will  go  on  and  finish 
our  business,  come  to  a  decision  and  close  the  meeting. 
9 


194  SCHOOL  AMUSEMENTS. 

But  as  soon  as  you  begin  to  be  noisy  again,  I  shall 
stop  the  debate  again." 

The  teacher  ought  generally  to  preside  at  all  meet- 
ings ;  he  alone  can  control  and  guide  them  best ;  but 
to  give  the  boys  opportunity  to  learn  to  act  as  mode- 
rators or  chairmen,  he  should  occasionally  call  on 
them  to  preside.  If  he  stands  by  and  supports  the 
officer  by  his  authority,  in  case  of  necessity,  no  trouble 
can  ensue.  In  a  debating  club,  the  boys  should  have 
their  own  officers  ;  but  it  will  be  well  for  the  teacher 
to  be  present  at  the  meetings  as  often  as  he  can.  He 
should  also  take  care  that  they  do  not  select  improper 
or  unprofitable  subjects  for  debate. 

In  concluding  this  subject,  I  must  express  the  hope 
that  it  will  attract  the  attention  of  teachers,  and  that 
it  may  lead  them  to  adopt  some  of  its  suggestions.  I 
have  seen  the  good  effects  of  the  carrying  out  of  these 
and  similar  plans  for  educing  colloquial  powers,  and 
am  satisfied  that  much  good  can  be  done  in  this  de- 
partment of  teaching. 

MOOT  COURTS. 

Moot  Courts  afford  profitable  employment  for  boys' 
evenings.  Information  is  acquired  concerning  the 
forms  and  technicalities  of  that  mystery,  "  the  law,"  of 
which  most  men  are  ignorant.  There  is  no  reason  why 
boys  may  not  be  taught  to  understand,  perfectly,  the 


MOOT   COURTS.  195 

whole  process  of  a  suit  at  law,  whether  criminal  or 
civil.  In  addition  to  this,  opportunities  are  offered  for 
practice  in  this  kind  of  public  speaking.  As  has  been 
remarked  in  the  preceding  chapter,  boys  will  learn  to 
speak  fluently  on  subjects  in  which  they  are  interested, 
when  they  will  continue  mere  awkward  declaimers  of 
the  eloquence  of  Webster  or  Burke.  If  the  case  to  be 
tried  is  one  which  will  amuse,  excite,  or  in  any  way 
interest  the  school,  the  counsel  on  either  side  will  enter 
into  the  trial  most  heartily,  and  the  kind  of  practice 
they  will  have  will  be  of  service  to  them. 

To  accomplish  anything  by  Moot  Courts,  the  teacher 
must  be  sure  to  lay  his  plans  in  such  a  way  that  the 
first  one  shall  be  a  success.  The  case  must  be  one  of 
no  great  difficulty  ;  and  it  is  suggested  that  a  criminal 
would  be  better  than  a  civil  case  ;  but  it  must  present 
such  features  that  the  counsels  for  plaintiff  and  defend- 
ant, or  State  and  prisoner,  may  each  have  grounds  for 
argument.  It  is  advised  that  the  teacher  examine  the 
records  of  remarkable  trials,  and,  from  two  or  three  of 
the  best  of  them,  select  materials  to  make  up  a  case 
of  the  right  kind.  Or,  one  of  the  school-boys  may  be 
arraigned  on  a  charge  of  arson,  or  theft,  or  assault,  or 
trespass. 

Take  care  that  the  counsel  make  thorough  prepara- 
tion, that  the  witnesses  understand  just  what  testimony 
to  render,  that  the  sheriff  knows  his  duties,  and  that 
all  the  details  of  the  trial  are  properly  prepared.  If  a 


196  SCHOOL   AMUSEMENTS. 

lawyer  can  be  induced  to  act  as  judge  and  guide  the 
trial  in  proper  channels,  the  success  may  be  made  more 
certain. 

After  a  while,  the  boys  will  have  learned  how  to 
conduct  a  court,  and  they  may  be  trusted  to  carry 
through  the  whole  business,  from  a  grand  jury  presen- 
tation to  a  verdict.  It  will  be  well  to  give  them  the 
entire  management ;  the  teacher,  of  course,  advising, 
and  in  reality  controlling.  ... 

Instances  have  been  known  in  which  a  teacher  has 
effected,  by  means  of  Moot  Courts,  the  detection  and 
punishment  of  offenders  whom  he  had  been  unable  to 
reach  by  the  ordinary  forms  of  school  government. 

In  a  certain  school,  a  long  series  of  petty  thefts  had 
annoyed  the  scholars  and  troubled  the  teacher.  Articles 
of  inconsiderable  value  had  been  stolen  from  desks, 
such  as  knives  and  pencils,  books,  drawings,  &c.  The 
teacher's  desk,  also,  had  been  more  than  once  pillaged 
or  ransacked.  At  last  the  matter  became  important, 
by  the  theft  of  gold  pens  from  three  desks  in  one  week, 
and  the  scholars  grew  clamorous  for  an  investigation. 
Strange  to  say,  suspicions  could  be  fastened  on  no  one 
in  particular,  and  the  two  or  three  who  had  been  hastily 
charged  with  the  offence,  were  most  anxious  for  an.  op- 
portunity of  clearing  themselves.  The  teacher  was  at 
a  loss  what  course  to  pursue,  but  at  length  hit  upon  the 
expedient  of  a  legal  investigation.  A  grand  jury  was 
elected,  instructed  in  their  duties,  and  the  case  was  left 


MOOT   COURTS.  197 

in  their  hands.  They  acted  with  the  utmost  secresy. 
It  was  unknown  that  any  steps  had  been  taken.  Police- 
boys  were  appointed,  and  the  building  was  watched  for 
several  nights,  and  at  last  the  offender  was  caught. 
He  had  entered  the  school-room  by  means  of  a  false 
key,  and  was  apprehended  in  the  very  act  of  opening 
a  desk. 

It  is  unnecessary  to  detail  the  events  which  followed. 
Suffice  it  to  say  that  the  offender  was  tried,  most  skil- 
fully defended,  found  guilty,  and  sentenced  to  expul- 
sion ;  with  a  recommendation  to  the  mercy  of  the  exe- 
cutive,— the  teacher. 

The  defence  rested  mainly  on  the  good  character  of 
the  prisoner,  who  was  one  of  the  best  scholars  and  the 
mildest  and  most  inoffensive  boy  in  school,  and  on  the 
fact  that  he  was  not  caught  in  the  act  of  stealing.  But 
by  an  incautious  admission  on  the  part  of  the  prisoner's 
counsel,  the  prosecuting  attorney  turned  the  case 
against  the  prisoner,  and  the  jury  brought  in  their  ver- 
dict of  guilty.  Restitution,  however,  had  been  made  in 
full ;  and  it  became  evident,  before  the  verdict,  that 
the  offender  was  possessed  of  a  mania  for  appropriat- 
ing ;  that  he  had  stolen  for  the  love  of  the  adventure 
of  stealing,  had  hoarded  the  articles  stolen,  and  had 
acted  from  no  malicious  or  wicked  notions  whatever. 
On  this  account,  and  because  the  jury  and  the  sentiment 
of  the  whole  school  was  in  his  favor,  pityingly,  the  re- 
commendation to  mercy  was  added  to  the  verdict. 


198  SCHOOL  AMUSEMENTS. 

The  prisoner  would  have  confessed  to  the  teacher,  on 
apprehension,  but  was  persuaded  to  allow  the  case  to 
come  to  trial,  for  the  sake  of  affording  the  advantages 
of  a  thorough  trial  to  the  school.  Whether  this  was 
best  or  not,  may  be  left  to  the  decision  of  the  reader. 

The  results  of  this  case  were  most  fortunate.  The 
offender  was  thoroughly  cured  of  his  propensity,  and, 
owing  to  his  evident  reformation  and  his  otherwise 
excellent  character,  he  was  allowed  to  remain  in  school, 
and  did  not  suffer  from  any  serious  display  of  ill-feeling 
from  his  companions.  The  benefits  derived  from  the 
trial  were  very  considerable.  Several  napkinned  tal- 
ents for  public  speaking  were  brought  to  light  and  put 
at  interest ;  and  all  were  profited  by  becoming  tho- 
roughly acquainted  with  the  forms  of  law. 

I  have  given  this  trial  in  detail,  partly  because  the 
teacher  may  learn  from  it  one  way  with  which  to  deal 
with  anomalous-  cases  of  discipline,  and  partly  to  serve 
as  a  model  of  a  "  case"  for  trial.  It  happened  to  be 
one  in  which  school-boys  would  be  interested,  and  one 
which  offers  good  material  both  for  the  prosecution 
and  the  defence.  There  are  two  or  three  strong  points 
to  be  made  on  either  side,  and  it  cannot  be  for  the  lack 
of  material  that  the  trial  may  not  be  interesting. 

If  it  shall  add  to  the  motives  of  a  teacher  for  trying 
the  experiment  of  organizing  a  Moot  Court,  I  may  say 
that  all  teachers  who  have  tried,  with  whom  the  writer 
has  conversed  on  the  subject,  have  expressed  unquali- 


POST-OFFICE.  199 

fied  approval  of  the  plan,  and  satisfaction  with  its 
results. 

SCHOOL   POST-OFFICE. 

Facility  in  expressing  one's  thoughts  is  the  next  best 
thing  to  having  thoughts  worthy  of  expression.  "I 
know,  but  I  cannot  explain  it,"  is  very  often  the  honest 
excuse  of  good  scholars  in  the  recitation-rooin.  In 
writing  compositions,  in  the  analysis  of  problems,  even 
in  common  conversation,  many,  if  not  most  children, 
find  it  difficult  to  express  their  thoughts.  This  diffi- 
culty must  be  met  early  by  the  teacher  who  remembers 
his  duties  as  an  educator,  as  well  as  an  instructor,  and 
he  will  adopt  various  methods  to  assist  his  scholars  in 
clothing  their  thoughts  in  appropriate  language.  In 
his  classes,  he  will  encourage  clearness  in  explanation  : 
in  arithmetic,  for  instance,  will  be  better  pleased  to 
hear  one  problem  thoroughly  analyzed  and  clearly  ex- 
plained, than  to  see  six  of  them  done  on  slate  or  black 
boacd. 

In  my  own  experience,  I  have  found  that  general 
exercises,  having  for  their  purpose  the  educing  of 
thought,  are  very  useful.  In  various  ways  I  require 
the  frequent  use  of  pen  and  pencil,  and  always  with 
good  results.  I  give  now  one  plan,  and  shall  mention 
others  hereafter. 

I  should  say  here  that  the  main  features  of  this  plan 


200  SCHOOL   AMUSEMENTS. 

have  been  borrowed  from  an  eminent  teacher,  whose 
success  with  it  has  been  greater  even  than  mine.  I 
am  also  indebted  to  him  for  many  valuable  sugges- 
tions. 

Preparations. 

1.  Some  contrivance  to  represent  a  Post-Office.    My 
own  is  an  oblong,  narrow  box,  resting  on  its  narrower 
side,  on  a  high  table  which  stands  out  three  feet  or 
more  from  the  wall ;  its  front  is  a  window-sash,  its 
back,  two  doors,  opening  at  the  middle  ;  there  are 
thirty-six  "  boxes,"  and  the  lower  middle  pane  of  glass 
is  removed,  and  replaced  by  a  little  door,  hinging  at 
the  top  and  fastenable  within.     The  post-master,  at 
office-hours,  stands  behind  the  table  ;  the  two  doors  are 
opened,  and  shut  him  off,  on  the  sides,  from  interfer- 
ence ;  he  opens  the  front  trap-door,  and  receives  and 
delivers  letters.     The  expense  of  this,  nicely  grained 
and  varnished,  and  provided  with  lock  and  key,  was 
ten  dollars.     No  doubt  something  might  be  contrived 
for  less  ;  and  if  expense  must  be  avoided,  the  post- 
master may  use  a  table-drawer.     Yet  the  "  boxes"  and 
trap-door  give  character  to  and  add  to  the  success  of 
the  plan. 

2.  Some  cards,  about  half  the  size  of  a  common  vis- 
iting card,  printed,  or,  almost  as  well,  written  upon 


POST-OFFICE.  201 

with  the  numerals  expressing  the  values  of  all  our  sil- 
ver coins,  of  the  regular  decimal  coinage.  The  "  three- 
cent-pieces,"  needed  especially  at  the  office,  must  be 
more  numerous  than  the  other  coins,  and  the  teacher 
will  judge  from  the  size  of  his  school,  how  much  money 
to  issue.  To  prevent  counterfeiting  (although  I  have 
found  no  need  of  prevention)  the  teacher's  name  may 
be  signed  on  the  back  of  each  card. 

Operation. 

In  announcing  the  plan  to  the  school,  enlarge  on 
the  advantages  of  learning  to  write  letters  well ;  speak 
of  clerks,  who,  on  applying  for  a  situation,  are  requested 
to  address  in  their  own  handwriting  ;  and  remark  that 
of  two  applicants,  the  one  sending  in  a  neatly  written 
and  properly  spelled  and  punctuated  letter,  and  the 
other  sending  one  just  the  reverse  of  this,  he  who 
writes  the  better  letter  will  stand  the  better  chance 
of  getting  the  situation.  There  are  many  other  things 
which  may  be  appropriately  said,  which  I  need  not 
mention.  The  teacher  then  explains  the  working  of 
the  plan  from  the  following  : 

Harry  writes  a  letter  to  Charles  ;  it  must  be  a  regu- 
lar letter,  on  at  least  a  half-sheet  of  common  writing 
paper,  inclosed  in  an  envelope,  neatly  sealed  and  di- 
rected ;  it  must  contain  at  least  one  page  of  matter, 
written  on  some  sensible  theme.  Harry  takes  this  to 
9* 


202  SCHOOL   AMUSEMENTS. 

the  post-office,  hands  it  to  the  postmaster  through  the 
door,  and  pays  a  three-cent  card  for  it,  as  postage,  in 
advance.  The  postmaster  will  not  receive  it  if  it  is 
badly  sealed  or  improperly  addressed,  but  if  it  is  prop- 
erly prepared,  he  places  it  in  Charley's  box,  and  when 
he  applies  for  it,  the  postmaster  gives  it  to  him.  He 
(Charles)  then  looks  over  his  letter  carefully,  and 
charges  Harry  one  cent  (card  money)  for  every  mis- 
take, either  of  spelling  or  punctuation  ;  and  if  it  is 
carelessly  written,  or  contains  vulgar  language,  he 
brings  it  to  the  teacher,  and  he  allows  a  fine  of  from 
three  to  twenty-five  cents.  Now  Charles  must  write 
a  reply  to  Harry,  within  two  days,  (school  days,)  and 
Harry  has  a  chance  to  charge  Charley  for  his  mis- 
takes. Neither  will  write  carelessly,  it  is  to  be  pre- 
sumed, for  the  letter  costs  three  cents  to  begin  with, 
at  the  post-office,  and  if  written  without  care,  will  cost 
still  more  for  its  errors.  If  these  two  boys  are  equally 
correct  at  writing,  they  will  each  receive  about  as 
much  as  they  pay  out,  but  if  one  writes  worse  than  the 
other,  he  will  lose  and  the  other  will  gain.  So  it  be- 
hooves each  one  to  write  as  carefully  as  possible,  using 
his  Dictionary  often,  and  consulting  the  teacher  if 
necessary,  and  to  look  very  closely  for  mistakes  in  his 
replies,  so  as  to  lose  as  little,  and  gain  as  much  as 
possible. 

Boys  have  been  known  to  make  as  much  as  six, 
eight,  and  sometimes  ten  dollars  in  a  quarter.     The 


POST-OFFICE.  203 

writing  is  to  be  done  out  of  school,  although  I  some- 
times allow  good  scholars  to  write  in  school,  but  these 
only  when  I  am  quite  sure  that  they  have  learned  all 
their  lessons. 

I  now  lend  each  one  a  dollar.  This  they  may  pay 
back  at  the  bank  as  soon  as  they  please,  but  it  must 
be  paid  at  the  end  of  the  term.  Every  dollar  above 
the  amount  loaned,  given  in  at  the  end  of  the  term,  I 

redeem  by  paying  (say  ten  or  fifteen)  cents  in 

silver  ;  but  if  the  boy  has  lost  everything,  he  must  pay 
me  the  same  on  every  dollar  he  has  borrowed.  He 
may  borrow  more  at  the  bank  by  giving  his  note,  en- 
dorsed, for  thirty  or  sixty  days,  and  paying  regular 
bank  discount.  In  some  cases  I  allow  the  banker  to 
"  renew"  notes,  giving  "  extension"  to  some  time  in 
next  term.  I  have  a  set  of  Rules  in  accordance  with 
these  general  principles. 

There  needs  to  be  a  Postmaster.  He  is  to  be  paid 
by  the  rent  of  his  boxes,  for  which  he  may  charge 
whatever  prices  he  may  think  best.  If  he  asks  too 
much,  he  will  not  rent  many  ;  and  if  he  charges  too 
little,  he  will  not  make  much  money.  He  will  have  to 
open  his  office  twice  a  day,  at  the  close  of  school  in 
the  morning  and  afternoon.  He  had  better  hire  an 
assistant,  for  if  he  is  away,  and  the  office  is  not  open 
at  the  time,  he  must  pay  a  fine.  It  is  well  to  elect  the 
postmaster  to  serve  for  one  term  : — elect  by  ballot. 

I  appoint  a  Banker.     He  must  be  one  who  knows 


204  SCHOOL  AMUSEMENTS. 

something  about  book-keeping,  for  I  require  accurai  .5 
accounts  of  all  money  passing  through  his  hands.  He 
must  get  two  boys  to  be  his  security  for  honesty  (as 

the  banks  all  do),  and  I  pay  him  as  salary per 

cent,  on  the  amount  of  money  passing  through  the 
bank.  Bank  must  be  open  once  a  day,  at  close  of 
school  in  the  afternoon.  Every  boy  keeps  a  bank- 
book, as  well  as  Dr.  and  Cr.  accounts  with  all  his  cor- 
respondents. 

The  teacher  will  take  care  that  all  business,  either 
with  the  post-office  or  bank,  shall  be  done  in  accord- 
ance with  regular  business  forms.  He  will  reserve  to 
himself  the  right  to  decide  all  disputes  concerning  er- 
rors. He  will  so  arrange  the  Rules  and  penalties  that 
charges  shall  be  promptly  paid,  either  in  cash,  (card- 
money,)  or  negotiable  paper.  If  there  are  no  "  boxes," 
he  will  pay  the  postmaster  a  salary,  perhaps  a  per 
centage  on  his  cash  received,  and  by  giving  him  the 
franking  privilege.  The  "  Rules"  must  be  posted, 
somewhere,  conspicuously. 

A  better  plan,  perhaps,  than  redeeming  the  money 
with  silver,  is  one  that  I  have  tried  :  it  is  to  have  an 
auction  at  the  end  of  the  term,  at  which  such  things  as 
boys  like  to  possess  are  purchasable  with  card-money, 
and  with  this  only.  I  sometimes  buy  articles  for  the 
auction  from  the  boys  themselves  ;  as,  a  knife,  or  a 
sail-boat,  (model)  or  a  book,  with  the  parent's  written 
consent  ;  paying  them  in  card-money.  I  buy  these 


POST-OFFICE. 

things,  and  others,  during  the  term,  and  when  I  have 
acquired  anything  attractive,  I  announce  it,  and  per- 
haps display  it,  as  an  incentive  to  them  to  try  to  make 
money  for  the  auction.  The  bank  may  be  a  bank  of 
deposit,  with  or  without  interest  to  be  allowed.  The 
banker  should  prepare  a  balance  for  every  week  ;  and 
auditors  may  be  appointed. 

I  give  prizes  in  my  school,  and  have  sometimes,  at 
the  scholars'  request,  paid  them  in  card-money.  Thus, 
at  the  auction,  the  boy  may  buy  what  he  chooses  ;  if  a 
book,  I  write  his  name  and  honor  on  the  fly-leaf.  The 
objection  to  this  plan  is,  that  a  boy  who  has  worked 
hard  and  successfully  in  the  post-office,  may  be  out-bid 
by  one  who  has  been  his  inferior  in  the  post-office,  but 
has  taken  one  or  more  prizes.  The  objection  may  be 
removed  by  some  ingenuity  in  receiving  bids,  or  by 
putting  up  certain  articles  to  be  bid  for  with  post-office 
money,  and  certain  others,  as  perhaps  books,  to  be 
bought  with  prize-money. 

He  may,  wisely,  make  a  rule  that  letters  containing 
three  closely  written  pages  shall  be  exempt  from  post- 
age. Replies  must  be  as  long  as  letters  received, 
under  penalties  for  every  ten  words  less. 

Results. 

1.  I  have  known  forty  letters  to  pass  through  the 
office  in  a  day,  in  a  school  of  fifty -five  scholars.  I  have 


206  SCHOOL   AMUSEMENTS. 

seen  very  decided  improvement  in  every  respect ;  in- 
deed, I  may  say  that  in  many  instances  I  have  been 
unable  to  detect  the  least  error  in  long  letters.  I  have 
received  the  eulogiums  of  parents  on  the  plan.  I  know 
that  it  adds  to  the  general  interest  of  my  school. 

2.  The  boys  learn,  practically,  the  forms  of  bank- 
ing and  of  making  notes,  for  they  may  be  allowed  to 
borrow  from  each  other.     The  importance  of  this  is 
unquestionable.     If  the  teacher  has  a  class  in  book- 
keeping, he  may  require  the  members  of  it  to  act  as 
bankers,  each  a  week  in  turn. 

3.  But  as  a  grand  result,  the  boys  learn  how  to  ex- 
press their  thoughts  ;    they   become  accustomed  not 
only  to  clothe  their  thoughts  with  words,  but  also  to 
clothe  them  well,  and  even  elegantly. 

To  sum  up  all,  the  beneficial  results  of  this  post- 
office  plan  are  so  great  that  I  earnestly  advise  every 
teacher  who  values  either  the  improvement  of  his 
scholars,  or  the  advancement  of  his  own  reputation  as  a 
teacher,  to  adopt  it  in  this  form,  or  in  some  other  and 
better  one.  The  money  spent  will  be  an  addition  to 
his  capital,  both  in  his  present  school  and  in  his  general 
reputation. 

THE   NEWS. 

In  a  school  of  the  writer's  acquaintance,  there  is  a 
class  which  is  worthy  of  mention.  The  elder  boys,  of 
whom  there  are  fifteen  or  twenty,  prepare,  on  Saturday, 


THE  NEWS.  207 

a  digest  of  the  news  of  the  week,  which  they  report  on 
the  following  Monday.  One  boy  is  called  upon  for 
the  foreign  news,  another  for  domestic,  a  third  for 
political,  a  fourth  for  literary,  a  fifth  for  local.  When 
any  event  of  unusual  importance  has  taken  place,  either 
abroad  or  at  home,  this  is  made  the  theme  of  particular 
examination.  This  is  one  of  the  regular  classes  of  the 
school ;  its  recitations  are  "  marked"  by  the  same  stand- 
ard with  the  others.  The  teacher  takes  care  to  create 
and  maintain  interest  among  the  members  ;  he  makes 
himself  thoroughly  acquainted  with  the  news  of  the 
day,  and,  by  a  few  words  of  geographical,  political,  or 
literary  explanation,  gives  significance  to  facts  and 
rumors,  which  might  otherwise  be  devoid  of  attraction, 
and  difficult  to  be  retained  in  memory. 

For  the  younger  members  of  a  school,  a  plan,  carried 
into  successful  operation  by  another  teacher,  may  please 
the  reader.  A  large  scrap-book  is  prepared,  a  com- 
mittee of  selection  is  chosen,  a  paste-pot  made  ready, 
a*nd  contributions  are  invited.  Every  day  there  are 
brought  in  the  clippings  and  cuttings,  of  all  the  boys, 
from  home  papers.  One  brings  an  anecdote,  another 
an  interesting  item  of  news,  a  third  an  arithmetical 
puzzle,  a  fourth  a  beautiful  or  an  amusing  wood-cut. 
These  are  handed  to  the  committee,  who  decide,  by  a 
majority,  on  their  insertion ;  and  they  paste  accepted 
articles  into  the  scrap-book.  Pictures  are  almost 
always  acceptable  ;  short  stories  and  interesting  facts 


208  SCHOOL  AMUSEMENTS. 

are  plentiful ;  all  are  gratified  at  the  growth  of  the 
book  ;  and,  in  a  short  time,  a  grand  collection  is  made, 
and  a  fund  of  entertainment  and  instruction  provided. 
The  book  is  kept  on  a  shelf,  similar  to  those  used  in 
reading-rooms,  and  all  enjoy  the  reading  of  it.  The 
teacher  has  now  several  huge  volumes  of  this  kind. 
One  of  them  was  sold  at  auction,  for  "post -office 
money,"  last  term,  and  brought  a  high  price.  I  envy 
the  purchaser  his  possession. 

LIBRA  EY. 

A  good  Library  is  a  very  desirable  addition  to  any 
school.  The  expense  of  purchasing  books  deters 
teachers  from  providing  them.  Let  me  tell  how  li- 
braries have  been  procured,  of  excellence  in  size  and 
character,  at  very  little  expense  to  any  one,  and  none 
at  all,  to  the  teacher.  After  talking  up  the  subject 
in  such  a  way  that  interest  in  the  subject  is  secured, 
the  teacher  may  invite  his  boys  to  lend  some  of  their 
own  books  to  the  school,  such  books  as  they  would  be 
willing  to  lend  to  their  companions.  These  they  are 
to  cover  firmly,  and  their  names  are  to  be  distinctly 
written  within.  In  a  school  of  fifty,  one  hundred 
volumes  may  easily  be  collected,  perhaps  more.  These 
are  to  be  loaned  out  under  strict  regulations.  Fines 
are  to  be  collected  for  neglect  to  return  within  speci- 
fied times,  for  losses,  injuries  or  defacements,  and  these 


LIBRARY.  209 

fines  may  be  easily  collected,  if  there  is  the  understand- 
ing that  the  money  is  to  be  applied  to  the  purchase  of 
new  books.  Let  those  who  have  no  books,  or  are  un- 
willing to  expose  their  treasure  to  miscellaneous  hand- 
ling, be  allowed  to  become  members  by  the  contribution 
of  a  certain  sum  of  money.  When  this  original  col- 
lection becomes  stale,  invite  contributions  of  money 
for  its  increase.  Let  the  teacher  head  the  list  of  con- 
tributions with  as  liberal  an  offering  as  he  can  afford  ; 
let  him  ask  aid  from  some  of  his  wealthy  patrons  ;  his 
boys  will,  themselves,  contribute  dimes  and  quarters 
freely ;  the  library  may,  by  these  means,  be  made  all 
that  a  school  can  need. 

Every  teacher  should  possess  encyclopedias  or 
books  of  reference  ;  these  he  should  leave  for  access 
to  his  school,  not  to  be  taken  from  the  rooms,  but  to 
be  examined  and  returned  to  their  places. 

When  a  boy  leaves  school,  he  may  of  course,  take 
with  him  the  books  he  has  loaned,  and  he  may  also  be 
entitled  to  select  a  volume  of  a  value  nearly  equal  to 
any  money  he  may  have  contributed.  If  this  is  under- 
stood by  all,  contributions  may  be  more  liberally  made. 

It  will  be  well  to  entrust  the  care  of  the  library  to 
a  librarian  chosen  from  among  the  scholars.  Such 
posts  of  trust  and  honor  should  be  made  numerous  in 
a  school ;  boys  should  early  learn  to  fulfill  duties  of 
various  kinds,  the  more  the  better. 


210  SCHOOL  AMUSEMENTS. 

READING   ALOUD. 

The  young  gentleman  or  young  lady  who  can  read 
aloud  correctly  and  gracefully,  possesses  an  accom- 
plishment which  will  enable  him,  or  her,  to  give  much 
pleasure  to  others.  How  pleasant  is  that  family  circle, 
which,  in  a  winter  evening,  is  gathered  around  the 
fire,  beneath  the  mellow  light  of  a  shaded  lamp  or 
"  burner."  The  father,  wearied  by  the  labors  of  the 
day,  enjoys  the  embracing  arms  of  an  easy-chair,  and 
desires  no  more  vigorous  occupation  than  that  of  a 
listener.  The  good  mother,  ever  busy  in  the  service 
of  her  children  or  husband,  sits  knitting  on  the  oppo- 
site side  of  the  hearth.  The  elder  daughters  are  sew- 
ing or  crocheting,  the  children  are  half-busied  with 
paints  or  quiet  toys,  and  all  are  listening  to  an  elder 
son  or  brother,  who  is  reading  aloud  some  interesting 
book  of  travels,  or  one  of  Dickens's  stories.  He  reads 
in  no  drawling,  sing-song  tone,  but  throws  life  and  char- 
acter into  the  language  of  the  author.  He  delivers 
the  remarks  of  "  Cap'n  Cuttle"  in  a  rough,  solemn, 
and  oracular  voice,  or  imitates  the  hopeful  tones  of 
"  WalVs"  voice,  or  the  "  no-consequence"  air  of  "  Mr. 
Toots."  If  Stephen's  Travels,  or  Layard's  Nineveh, 
is  the  book  of  the  evening,  he  narrates  their  adventures 
and  discoveries  in  a  manner  which  would  become  him 
were  he  himself  the  traveller,  telling  the  story  of  his 
own  adventures  and  discoveries.  The  time  passes  unob- 


READING  ALOUD.  211 

servably,  and  when  nine  o'clock  comes — the  bed-time 
of  the  little  folks — they  beg  to  sit  up  a  little  longer, 
and  are  only  persuaded  to  go  willingly  with  the  pro- 
mise that  "  brother  shall  read  again  to-morrow  even- 
ing." 

It  is  this  accomplishment  which  many  desire  to  see 
taught  in  schools.  Almost  all  children  can  be  taught 
to  read  well.  What  child  is  there  who  cannot  tell  a 
story  well.  The  boy  has  met  with  some  tragic  or 
amusing  adventure,  and  he  runs  in  and  gives  his 
mother  a  most  glowing  description  of  it ;  he  imitates, 
unconsciously  and  naturally,  the  voices  of  his  playmates 
who  were  engaged  with  him  in  the  affair  ;  he  makes 
present  the  past  event.  Now,  can  it  be  denied  that  he 
may  be  able  to  read  the  same,  or  a  similar  adventure, 
with  the  same  tones  and  emphasis  of  voice  with  which 
he  told  it  ?  But  for  so  long  a  time  children  have  been 
taught  to  read  at  school  from  books  which  they  do  not 
understand,  or  in  which  they  take  no  interest,  that 
they  have  acquired  a  drawling  way,  a  lifeless,  mechan- 
ical style,  in  which  to  "  speak  up  loudly  and  distioctly" 
is  excellence  enough.  I  am  glad  to  admit  that  a  re- 
formation has  begun  in  this  department  of  instruction, 
but  there  will  need  a  generation  or  so  of  school-chil- 
dren, and  the  constant  and  varied  efforts  of  teachers 
and  parents,  to  recover  from  the  effects  of  the  old- 
fashioned  way. 

A  plan  to  accomplish  something  in  the  way  of  im- 


SCHOOL  AMUSEMENTS. 

provement  m  school-reading,  which  has  the  recommen- 
dation of  success,  and  is,  at  the  same  time,  an  interest- 
ing exercise  for  the  school,  is  as  follows  : 

Let  the  teacher  select  a  story  from  some  book  or 
magazine,  which  he  will  be  sure  shall  interest  his  boys. 
Let  him  give  the  book  containing  it  to  some  boy,  ask- 
ing him  to  read  the  story  over  to  himself  a  few  times, 
to  become  familiar  with  it ;  and  at  or  near  the  close 
of  school,  let  the  boy  read  it  aloud  to  his  schoolmates. 
Before  commencing,  however,  let  the  teacher  recall 
some  amusing  event  which  has  recently  taken  place, 
or  select  some  anecdote  from  the  scrap-book,  and  let 
him  repeat  this  to  the  school  in  a  slow,  drawling  way, 
in  a  forced,  unnatural  voice.  They  will  all  laugh  at 
such  a  rendering,  and  will  appreciate  the  meaning 
of  the  teacher  when  he  changes  his  tone  and  style,  and 
gives  them  the  event  or  anecdote  in  a  natural,  unaf- 
fected way.  Turning  now,  to  the  reader,  let  him  re- 
mark to  him,  "  You  can  take  your  choice  of  these  two 
ways  of  reading."  As  he  reads,  do  not  discourage 
him  by  too  frequent  interruptions,  but,  occasionally, 
when  he  relapses  into  the  drawl,  repeat  the  passage, 
kindly,  in  the  better  way,  and  ask  him  to  notice  and 
imitate  your  manner.  When  he  has  ended,  read  to 
them  yourself,  some  other  good  story,  and  let  your 
style  be  worthy  of  imitation.  Have  these  readings 
often.  Be  sure  that  the  story  is  naturally  written,  is 
lively  or  exciting,  in  short,  make  the  exercise  one  that 


COMPOSITIONS.  213 

all  shall  be  glad  to  engage  in.  A  good  time  for  the 
reading  may  be  on  Friday  afternoon,  at  the  close  of 
school.  Hawthorne's  "Wonder  Book"  and  "Twice 
Told  Tales,"  Dana's  "  Two  Years  before  the'  Mast," 
"  Chambers'  Series,"  and  "  Household  Words,"  are 
books  from  which  good  stories  may  be  selected  ;  but, 
in  these  days  of  books,  the  teacher  need  seldom  be  at 
a  loss  for  a  story. 

COMPOSITIONS. 

One  method  of  making  that  bugbear  of  "compo- 
sition" less  frightful,  may  be  grafted  upon  the  above- 
mentioned  reading-exercises.  Let  the  story  which  has 
been  heard  from  the  teacher  or  the  reader,  be  the 
theme  for  a  composition.  Require  the  scholars  to 
write  out  the  story  from  memory,  and  say  to  them,  by 
way  of  encouragement,  "When  you  get  home,  and 
your  mother  or  father  asks  you  what  you  have  done 
to-day,  you  will  be  very  apt  to  speak  of  having  heard 
this  story.  They  will  want  to  know  what  the  story 
was,  and  you  will  tell  them ;  you  won't  have  any 
difficulty  in  telling  them  the  whole  story  clearly.  You 
will  not  remember  the  words  of  the  book  ;  you  will 
tell  it  in  your  own  words.  Now  this  is  just  the  way 
in  which  I  want  to  have  you  write  the  story.  Write 
it  just  as  if  you  were  telling  it  at  home." 

They  should  write  it  at  first  on  their  slates  ;  then 


214  SCHOOL  AMUSEMENTS. 

they  should  look  over  the  work,  to  correct  mistakes, 
and  then  copy  it  into  their  blank-books. 

In  this  way  thoughts  are  furnished  them,  and  they 
practice  themselves  in  giving  expression  to  these 
thoughts.  This,  as  I  think,  is  at  the  foundation  of  suc- 
cess in  composing,  namely  :  expressing  thoughts,  no 
matter  whence  they  are  derived.  After  the  student 
has  learned  to  write  out  his  ideas,  and  to  write  them 
grammatically,  and  with  correctness  in  punctuation  and 
the  other  details,  he  may  enter  on  a  course  of  inventing 
ideas  for  himself.  If  this  course  is  adopted,  the  writer, 
when  he  has  learned  to  express  himself  freely  and  cor- 
rectly, will  be  no  longer  impeded,  clogged,  confused 
with  how  to  write,  and  the  what  to  write  will  arrange 
itself  clearly  and  easily  in  his  mind. 

Another  advantage  of  this  method  is,  that  children 
are  fond  of  writing  stories,  while  they  dread  "  compo- 
sitions," and  they  can  thus  be  induced  to  get  into  a 
habit  of  writing,  so  that  they  themselves,  unconsciously, 
strip  the  object  of  their  fears  of  its  disagreable  dis- 
guise. 

The  plan  of  the  writer  in  teaching  this  subject  has 
long  been  founded  on  these  principles,  and  the  successes 
of  the  plan  have  determined  its  excellence. 

In  detail,  it  is  as  follows  : 

On  Wednesday  afternoon  a  story  is  read  ;  one-half 
of  the  school — say  the  younger,  write  this  off  upon 
their  slates,  as  roughly  as  they  please,  taking  care  only 


COMPOSITIONS.  215 

to  get  in  the  whole  story,  without  omissions  or  altera- 
tions ;  they  then  write  it  out  fully,  and  as  correctly  as 
they  can,  on  half  foolscap  sheets  of  paper,  and  hand 
them  in  to  me,  at  the  close  of  school.  I  take  these 
exercises,  and  at  my  leisure  I  examine  them,  and  cor- 
rect them  with  red  ink.  A  mistake  which  I  think  they 
can  correct  themselves,  I  merely  underline :  an  error 
which  is  correctible  in  the  narrow  space  between  the 
lines,  I  correct  in  writing,  but  more  important  errors 
I  leave  for  verbal  explanation  ;  I  mark  the  place  with 
a  large  interrogation-point,  and  require  them  to  come 
to  me  at  my  desk  to  talk  about  it.  On  the  following 
Wednesday,  these  corrected  exercises  are  distributed 
to  them,  and  they  are  required  to  copy  them,  noting 
carefully  the  corrections,  into  their  blank-books.  At 
the  same  time,  I  read  another  story  for  the  other,  or 
elder,  half  of  the  school.  I  give  them  a  longer  and 
more  intricate  story  than  I  gave  to  the  first  division, 
but  the  process  of  writing,  correcting  and  copying  is 
the  same. 

In  "  marking"  these  writings  I  give  a  high  grade  for 
comprehensiveness,  clearness  and  accuracy,  in  the  ex- 
ercise ;  for  absolute  correctness  and  good  penmanship 
in  the  copy. 

Occasionally,  instead  of  reading  a  story,  I  give  to 
my  older  division  the  skeleton  of  a  story,  or  merely 
the  theme  for  a  narration  or  description.  From  their 
number  I  select  the  best  to  form  an  advanced  class, 


216  SCHOOL  AMUSEMENTS. 

which  I  instruct  particularly  in  the  art  of  composing. 
For  this  class  I  would  recommend  "  Brookfield's  First 
Book  in  Composition"  as  a  valuable  text  book  upon 
this  subject ;  also,  "  Parker's  Exercises  in  English 
Composition,"  and  "  Quackenboss'  Second  Book,"  on 
the  same  subject.  Additions  are  made  to  this  class, 
frequently,  by  promotion. 

In  concluding  the  subject,  I  am  pleased  to  be  able 
to  say  that  I  rarely  fail  to  make  "composition"  a 
pleasant  and  easy  study,  and  that  my  scholars  succeed 
in  becoming  good  composers. 

SCHOOL  PERIODICAL. 

To  encourage  writing  and  to  afford  profitable  enter- 
tainment to  his  school,  the  teacher  may  think  it  best  to 
establish  some  kind  of  periodical.  If  no  better  plan 
occurs  to  him,  he  may  adopt  the  following  : 

Fold  a  large  sheet  of  printing-paper  in  newspaper 
shape  ;  let  it  be  ruled  in  columns  ;  let  editors,  chosen 
by  vote  of  the  school,  paste  into  the  spaces  articles 
selected  from  the  journals  of  the  week,  together  with 
original  matter,  written  on  paper  which  has  been  cut 
to  fit  the  spaces  ;  encourage  offerings  (original)  from 
the  scholars  by  announcing  a  prize  (in  post-office 
money)  for  the  best  story,  in  three  chapters,  or  for  the 
best  piece  of  poetry.  With  original  matter  and  selec- 
tions, the  editors  need  never  be  at  a  loss  to  fill  their 
columns.  Let  the  ornamental  heading  of  the  first  page 


GEOGRAPHICAL   GAME.  217 

be  an  original  design  and  drawing.  Advertise  for 
these,  offering  rewards  for  the  one  accepted  ;  and  have 
a  new  one  for  each  issue.  Let  the  teacher  encourage 
the  enterprise  by  contributions  in  the  shape  of  good 
selections,  and  of  stories  written  to  praise  or  ridicule 
some  boy's  habits.  Let  the  paper  remain  during  the 
week  on  a  reading-desk,  similar  to  that  proposed  for 
the  scrap-book,  and  at  the  end  of  that  time,  be  pre- 
served for  comparison  and  future  readings. 

From  this,  as  a  beginning,  there  may  grow  a  period- 
ical worth  printing,  but  the  writer's  experience  has  led 
him  to  think  that  the  publication  of  school  periodicals, 
in  printed  form,  "  costs  more  than  it  comes  to." 

GEOGRAPHICAL  GAME. 

About  ten  years  ago  the  writer  attended  a  Teachers' 
Institute  in  Massachusetts,  under  the  direction  of 
Horace  Mann.  Among  the  exercises  was  the  follow- 
ing : 

The  teachers,  ladies  and  gentlemen,  arranged  them- 
selves on  opposite  sides  of  the  room,  forming,  however, 
a  continuous  line,  standing  with  their  backs  against 
the  wall.  At  the  request  of  Mr.  Mann,  the  gentleman 
who  stood  nearest  to  him  repeated  the  name  of  a 
town  and  gave  its  State  or  country.  Perhaps  it  was 
"  Boston,  Mass."  The  final  letter  of  Boston,  N,  was 
the  initial  letter  for  the  next  person,  who  gave,  we 
10 


SCHOOL  AMUSEMENTS. 

will  suppose,  "  Newport,  R.  I."  T  came  to  the  third 
in  order,  who  may  have  given  "  Trenton,  N.  J."  Thus 
it  went  on.  "  No  one  may  give  a  town  which  has  been 
given  before,"  said  the  director. 

The  circle,  or  parallelogram,  of  teachers  was  able  to 
preserve  its  completeness  during  the  first  "round," 
although  the  last  dozen  of  the  hundred  and  fifty  were 
somewhat  puzzled  to  think  of  new  towns,  and  others 
were  in  momentary  difficulty  when  the  letter  which 
came  to  them  was  a  Y  or  a  K,  or  a  Z.  Towns  which 
begin  with  E  also  became  scarce. 

At  the  conclusion  of  this  round,  Mr.  Mann  remarked 
that  some  distinct  rules  were  necessary  before  entering 
upon  the  second  round.  After  saying  that  towns  might 
be  mentioned  from  any  part  of  the  world,  he  laid  down 
the  following  rules : 

Any  one  repeating  a  name  of  a  town  ; 

Any  one  failing  to  give  the  State  or  country  to 
which  the  town  belonged  ;  or 

Any  one  failing  to  give  a  correct  name,  within  one 
minute  by  the  director's  watch, 
must  sit  down. 

He  remarked,  also,  that  as  the  victory  would  belong 
to  the  last  one  standing,  it  became  all  to  give  such 
names  as  ended  in  a  difficult  letter  for  his  or  her  suc- 
cessor. 

The  second  round  was  begun,  and  now  there  were 
droppings  away  from  the  hitherto  intact  rank.  It 


GEOGRAPHICAL  GAME.  219 

happens  that  there  are  many  names  of  places  which 
end  in  E,  and  but  few,  comparatively,  which  begin 
with  that  letter.  In  addition  to  this  difficulty,  by  this 
time  they  who  had  not  pretty  good  memories,  or  an 
intimate  acquaintance  with  geography,  found  it  hard 
to  think  of  a  name  not  already  mentioned,  within  the 
sixty  seconds ;  or  they  repeated  a  name,  and  were 
obliged  to  sit  down.  For  these  reasons,  and  others, 
at  the  end  of  the  second  round,  one-half  of  the  original 
number  were  in  their  seats.  At  the  end  of  the  third 
round  only  ten  were  left ;  but  these  were  veterans,  who 
were  as  familiar  with  their  atlases  as  their  spelling- 
books.  This  Spartan  band  was  composed  of  six  ladies 
and  four  gentlemen.  As  the  fourth  round  was  com- 
menced, the  attention  of  the  wounded  was  riveted  upon 
the  survivors,  and  the  heroes  buckled  their  armor 
tightly  around  them  and  prepared  for  the  contest.  To 
the  spectators  it  seemed  as  if  there  were  no  more  towns 
left ;  but  they  were  mistaken.  The  resources  of  the 
te"n  seemed  inexhaustible,  and  they  maintained  their 
positions  during  one  more  round.  At  this  point  the 
time  was  lengthened  to  two  minutes ;  but  even  with 
this  indulgence,  they  could  not  all  maintain  the  floor. 
Gradually  the  number  was  reduced  to  five,  to  three,  to 
two  ;  a  lady,  on  one  side  of  the  room,  and  a  gentleman 
on  the  other.  The  excitement  now  approached  its 
climax :  it  was  not  only  teacher  against  teacher,  but 
sex  against  sex :  and  no  one  of  the  ladies  wished  the 


220  SCHOOL  AMUSEMENTS. 

gentleman  to  resign  in  deference  to  the  laws  of  gal- 
lantry, as  he  proposed.  They  began :  for  some  ten 
minutes  they  stood  firmly ;  but  at  last  the  lady  gave 
her  opponent  the  initial  K.  It  "  posed"  him  ;  he  ran- 
sacked his  memory  in  vain  for  a  town  beginning  with 
that  letter,  which  had  not  already  been  given,  and  at 
the  expiration  of  his  time  he  expiringly  enunciated 
"  Kalcutty"  (Calcutta)  as  a  joke,  and  yielded  the  palm 
of  victory  to  the  lady.  The  excitement  and  enthusiasm 
now  climacterized  in  &  furor  of  applause,  from  both 
sides  ;  and,  amid  expressions  of  delight  with  the  exer- 
cise and  its  results,  the  teachers  gradually  subsided 
into  sufficient  calmness  to  go  on  with  the  next  subject 
on  the  programme. 

This  exercise  was  thus  illustrated  by  that  excellent 
teacher,  Mr.  Mann,  that  it  might  recommend  itself  as 
an  exercise  for  schools.  I  suppose  that  it  has  been 
adopted  in  many  Massachusetts  schools  ;  but  as  I  have 
not  heard  of  it  elsewhere,  I  think  it  worthy  of  a  re- 
newed and  more  general  recommendation. 

The  teacher  who  adopts  it  will  be  pleased  to  notice 
the  eagerness  with  which  his  scholars,  after  once  learn- 
ing the  modus  operandi,  will  examine  their  maps,  to 
prepare  for  the  next  trial ;  and  he  will  be  sure  that,  in 
addition  to  the  advantage  the  exercise  gives  in  inspir- 
ing the  study  of  Geography,  he  has  added  another  to 
the  list  of  profitable  school  amusements. 

The  plan  may  be  varied,  by  confining  the  contestants 


ARITHMETICAL  GAME.  221 

to  particular  maps,  and  by  requiring  more  minute  de- 
scriptions of  the  places  named  ;  as,  for  instance,  "  New 
Haven,  Ct. ;  situated  on  Long  Island  Sound  ;  has  about 
30,000  inhabitants  ;  is  noted  for  its  college — Yale." 
Or,  instead  of  names  of  towns,  rivers  and  mountains 
may  be  mentioned,  without  restrictions  as  to  initial 
letters,  but  within  the  rule  concerning  repetition. 

The  writer  has  applied  the  principle  on  which  this 
game  is  conducted  in  another  way.  Minuteness  of  ob- 
servation, and  accurate  fullness  in  description,  are  de- 
sirable acquirements  for  writers.  In  my  classes  in 
composition,  I  have  sometimes  required  a  division  to 
name  the  adjectives  describing  a  fountain,  a  landscape, 
a  storm,  an  accident ;  or  the  events  of  an  excursion,  a 
term  at  school,  a  war,  a  narrative  of  adventure  (as 
Robinson  Crusoe's) ;  and  have  then  required  them  to 
write  a  composition  on  the  theme  thus  examined. 


ARITHMETICAL  GAME. 

I  well  remember  the  interest  with  which  "  we  boys" 
used  to  engage  in  this  game.  At  a  quarter  before  four 
o'clock,  our  teacher  would  say — "  Slates  and  pencils." 
In  a  twinkling  we  were  ready,  and,  auribus  erectis,  sat 
waiting  for  "  the  sums."  He  who  first  solved  a  problem 
correctly,  and  announced  the  result,  was  allowed  to  go  ; 
and  with  what  triumphant  looks  did  the  victor  gather 


222  SCHOOL   AMUSEMEXTS. 

his  books  and  inarch  out  from  among  those  who  were 
still  "  kept  in  1" 

The  object  of  the  exercise  is  to  give  boys  practice  in 
rapid  calculation.  If  the  school  is  one  of  heterogeneous 
character,  as  almost  all  schools  are,  it  will  be  necessary 
to  make  two  or  three  divisions,  in  which  boys  of  nearly 
equal  attainments  are  to  be  classed.  Let  each  division 
have  opportunity  for  practise  in  turn.  The  teacher  is 
to  prepare  or  select  problems  of  ordinary  difficulty, 
within  the  capacity  of  the  division.  He  must  be  cer- 
tain that  his  answers  to  these  are  correct.  Very  slowly 
and  distinctly  he  announces  a  problem ;  the  boy  who 
first  raises  his  hand  is  supposed  to  have  found  the 
answer,  and  if,  on  being  allowed  to  state  it,  he  is 
"  right,"  he  is  allowed  to  go  ;  if  he  is  wrong,  another 
one  is  given.  This  is  continued  until  all  have  worked 
their  passage  out.  Details  of  arrangement  may  be  left 
to  the  reader. 

DICTATION  EXERCISES. 

The  importance  of  the  constant  use  of  the  pen  or 
pencil,  in  pursuing  many  studies,  is  now  generally  ad- 
mitted. Whether  to  assist  in  remembering  or  ex- 
pressing thought,  this  agent  is  most  valuable,  and 
children  cannot  too  early  become  accustomed  to  its 
use.  Children  are  fond  of  using  writing-materials, 
and  will  often  busy  themselves  most  industriously  over 


DICTATION    EXERCISES.  223 

an  exercise  to  be  written,  when  they  would  be  idle 
over  a  task  requiring  only  abstract  thought.  They 
seem  to  themselves  to  be  accomplishing  something,  if 
the  results  of  their  labors  take  form  in  black  and 
white.  For  instance,  they  may  be  led  to  take  pleasure 
in  preparing  their  lessons  in  Geography  in  the  form 
of  statistical  tables,  and  the  facts  and  events  thus  ar- 
ranged would  be  impressed,  by  sight,  upon  their  memo- 
ries, while,  if  they  were  to  study  the  lesson  in  the 
ordinary  way,  they  might  labor  without  spirit,  and 
with  unsatisfactory  results. 

It  is  recommended  that  the  teacher  seek  various  and 
numerous  methods  of  giving  employment  to  the  pen- 
cils of  his  scholars.  There  is  an  excellent  little  book 
which  will  aid  him  in  doing  this,  called  "  Northend's 
Dictation  Exercises :"  it  costs  but  little,  and  is  worth 
much.  It  is  the  result  of  wise  experience,  and  con- 
tains many  most  valuable  suggestions. 

,  I  will  not  quote  from  it,  but  rather  urge  teachers  to 
buy  it,  and  will  venture  to  give  here  a  few  additional 
hints. 

In  spelling,  the  writing  out  of  words  in  distinct  form 
aids  the  memory  wonderfully.  Let  the  teacher  dictate 
the  words  which  he  wishes  learned,  making  such  classi- 
fications of  them,  at  different  times,  as  he  thinks  best, 
and  require  his  scholars  to  write  them  distinctly  on 
their  slates  ;  let  him  give  them  time  to  make  ttiese  as 
correct  as  reference  to  the  dictionary  and  applications 


224  SCHOOL   AMUSEMENTS. 

of  rules  can  enable  them  to  do,  and,  at  the  end  of  a 
certain  time,  let  him  send  "  examiners"  to  look  over 
the  slates.  These  "  examiners"  may  be,  at  first,  boys 
who  are  of  high  standing  in  this  department ;  they 
are  to  hold  office,  however,  only  as  long  as  they  make 
no  mistake  themselves.  If  one  of  them  overlooks  an 
error  (left,  perhaps,  on  purpose  to  catch  him),  or  re- 
ports as  an  error  a  word,  or  words,  which  the  examined 
finds,  by  reference  to  the  dictionary  or  the  teacher,  to  be 
rightly  spelled,  the  examiner  must  be  deposed,  and  the 
boy  whom  he  has  corrected  may  take  his  place,  to  hold 
office  on  the  same  tenure.  The  examiners  are  to  re- 
port errors  to  the  teacher,  and  a  certain  number  may 
lower  the  standing  of  the  errorist.  Examiners  are 
anxious  to  retain  an  honorable  office,  and  they  scruti- 
nize, most  critically,  the  exercises  of  their  fellows ; 
these,  in  turn,  are  desirous  of  ousting  and  supplanting 
the  examiners,  and,  at  the  same  time,  are  careful  not  to 
lower  their  standing  by  being  reported  as  having  made 
mistakes.  This  plan  has  worked  most  admirably. 

With  the  same  system  of  "  examiners,"  various  gram- 
matical exercises  may  be  given ;  such  as  writing 
sentences,  and  denoting  the  several  parts  of  speech 
by  abreviations,  as  n.  written  over  a  noun,  adj.  over 
an  adjective,  adv.  over  an  adverb,  &c.  There  are 
various  other  ways  of  employing  these  means  in  study- 
ing Grammar,  but  it  will  be  needless  to  enumerate 
them  for  any  inventive  teacher. 


DICTATION  EXERCISES.  225 

Reference  has  already  been  made  to  a  method  of 
studying  Geography  with  the  fingers  as  well  as  the 
eyes. 

In  Arithmetic,  younger  classes  may  profitably  em- 
ploy themselves  in  copying  the  muliplication  table, 
and  the  tables  of  weights  and  measures. 

I  have  been  very  much  pleased  with  exercises  in  de- 
fining, conducted  on  the  following  plan,  for  which  I 
am  indebted  to  Mr.  Northend,  and  which  I  cannot  for- 
bear quoting  :  I  have  offered  prizes,  of  inconsiderable 
value,  or  "  credits,"  (or  "  plus-es")  in  standing,  for  the 
six  longest,  fullest,  clearest  and  most  correctly  written 
definitions  of  twenty  such  words  as  these :  cotton, 
gunpowder,  sugar,  steel,  animalculse,  gold,  &c.  I 
have  received,  often,  from  six  to  twelve  closely  written 
foolscap  pages  of  definitions  on  twenty  such  words, 
and  could  see  that  the  writers  had  examined  every  en- 
cyclopedia or  book  of  reference  within  their  reach. 
These  exercises  were  written  out  of  school. 

It  will  not  be  difficult  for  the  teacher  to  add  to  this 
list  many  other  and  better  exercises. 


10* 


- 


LIST   OF   BOOKS 

FOR   A   TEACHER'S   LIBRARY. 


THE  TEACHER'S  LIBRARY,  In  7  vols.    (A.  8.  Barnes  &  Co.  Publishers.) 
BABNABD'S  AMERICAN  JOURNAL  OF  EDUCATION. 

"  BC11OOL  ARCHITECTURE. 

"  LECTURES  AND  PROCEEDINGS  OF  THE  AMERICAN  IN- 

BTITUTE  OF  INSTRUCTION. 

tt  NATIONAL  EDUCATION  IN  EUROPE. 

«  NORMAL  SCHOOLS. 

THE  SCHOOL  AND  SCHOOL- MASTER,  by  BISHOP  POTTBB  and  G.  B.  EMEMOH. 
TEACHING  A  SCIENCE,  THE  TEACHER  AN  ARTIST,  by  RJSV.  B.  B.  HALI. 
THE  TEACHER  TAUGHT,  by  EMERSON  DAVIS. 
THE  TEACHER,  by  ABBOTT. 
LECTURES  ON  EDUCATION,  by  HORACE  MAJW. 
BLATE  AND  BLACKBOARD  EXERCISES,  by  DB.  ALCOTT. 
NORTHEND'S  DICTATION  EXERCISES. 
UNIVERSAL  EDUCATION,  by  IRA  MATHEW. 
THE  TEACHER'S  INSTITUTE,  by  W.  B.  FOWLS. 
EXERCISES  FOR  THE  SENSES.    (Chas.  Knight:  London.) 
LESSONS  ON  OBJECTS,  by  C.  MAYO.    (London.) 
FIVE  HUNDRED  MISTAKES. 
LIVE  AND  LEARN. 
GOOD'S  BOOK  OF  NATURE. 

MITCHELL'S  PLANETARY  AND  STELLAR  WORLDS. 
COLTON'S  PHYSICAL  GEOGRAPHY. 
BROCKLESBY'S  METEOROLOGY. 
TRENCH  ON  THE  STUDY  OF  WORDS. 
TRENCH'S  ENGLISH,  PAST  AND  PRESENT. 
CALVERTS  SOCIAL  SCIENCE. 

PHILOSOPHY  IN  SPORT  MADE  SCIENCE  IN  EARNEST. 
WILSON'S  TREATISE  ON  PUNCTUATION. 
BOGETS  THESAURUS  OF  ENGLISH  WORDS. 
PETERSON'S  FAMILIAR  SCIENCE. 
DAVIES'  PRACTICAL  MATHEMATICS. 
A  LIFT  FOR  THE  LAZY. 
HARRISON  ON  THE  ENGLISH  LANGUAGE. 
PORTERS  PRINCIPLES  OF  CHEMISTRY. 
WELCH'S  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

N.  B — These  books  are  not  expensive,  and  are  obtainable  through 
any  publiahcr. 


4    8.   BARNES  it  COMPANY  S  PUBLICATIONS. 
Ptgt't  Theory  and  Practice  of  Teaching. 

THEORY  AND  PRACTICE  OF  TEACHING | 

OE  TUB 

MOTIVES   OF    GOOD   SCHOOL-KEEPING. 

BYDAYID  PAGE,  A.M., 

LATE  FXINCIPAL  OF  TUB  STATE  NORMAL  SCHOOL,  XEW  YOEK. 


"1  received  a  few  days  since  your  'Theory  and  Practice,  &c.,'  and  a  capital  ikttrt 
and  capital  practice  it  is.  I  have  rriid  it  with  unmingled  delight.  Kven  if  I  shruH 
look  through  a  critic's  microscope,  I  should  hardly  find  a  single  swiiimt  nt  to  di'«ent 
from,  aud  certainly  not  one  to  condemn.  The  chapters  on  Pmes  and  on  Cottwnt 
Fwnishment  are  irnly  admirable.  They  will  exert  a  most  salutury  influence.  So  <f  tho 
Views  fjmrtim  on  moral  und  religious  instruction,  which  yon  so  earnestly  and  feelingly 
insist  upon,  and  yet  within  true  Protestant  limits.  IT  is  A  GRAND  BOOK,  AND  I  TBAXK 
Hie  AVIS  THAT  voi'  HAVX  WRITTEN  IT."—  Man.  Horace  Mann,  Secretary  uftAe  jJuard  of 
Education  in  Mattackuattts. 


tt  Were  it  our  business  to  examine  teachers,  we  woxtld  never  dismiss  a  candidate 
without  naming  this  book.  Other  things  being  equal,  we  would  greatly  prf  fer  a  teacher 
Who  has  read  it  and  speaks  of  it  with  enthusiasm.  In  one  indifferent  to  such  a  work, 
we  should  certainly  have  little  confidence,  however  he  might  appear  in  other  respects, 
Would  that  every  teacher  employed  in  Vermont  this  winter  had  'he  spirit  of  this  book 
In  hia  bosom,  its  lessons  impressed  upon  his  heart  1" — Vermont  L kreuicle. 


"I  am  pleased  with  and  commend  this  work  to  the  attention  of  school  teachers,  and 
tho*!  who  intend  to  embrace  that  most  estimable  profession,  for  light  and  instruction 
to  guide  and  goveni  them  in  the  discharge  of  their  delicate  and  important  duties."— 
M.  S.  Bentan,  Superintendent  of  Commun  Sclioult,  State  of  Jfeio  York. 


Han.  8.  Young  Bays,  "  It  is  altogether  the  best  book  on  this  subject  1  have 


Pmidrnt  JV/irfA,  of  Hamilton  College,  says,  "I  have  read  it  with  all  that  absorbing 
•elf-denying  interest,  which  in  my  younger  days  was  reserved  for  fiction  and  poetry.  I 
am  delighted  with  the  book." 

Won,  Ma.rr.ut  S.  Reynold*  flays,  «  Tt  will  do  great  good  by  showing  the  Tencher  what 
ikould  be  his  qualifications,  and  what  may  justly  be  required  and  expected  of  him.* 


"I  wish  you  would  send  an  agent  through  the  several  towns  of  this  State  with 
Page  *  'Theory  and  Practice  of  Teaching,'  or  take  some  other  way  of  bringing  thtt 
valuable  book  to  the  notice  of  every  family  and  of  every  teacher.  1  should  be  rejoiced 
to  see  the  principles  which  it  presents  as  to  the  motives  and  methods  of  good  school- 
kaeping  carried  ut  in  every  school-room :  aud  as  nearly  as  possible,  in  the  style  a 
wkbh  Mr.  Page  illustrates  them  in  his  own  practice,  as  the  devoted  and  accomplished 
Principal  of  your  State  Normal  School." — Henry  Barnard,  Superintendent  of  Ctmm** 
leJtaotifor  the  State  of  likude  It  Land. 

"The  'Theory  and  Practice  of  Teaching,'  by  D.  P.  Page*  is  one  of  the  best  boob  of 
Bia  kind  I  have  ever  met  with.  In  it  the  theory  and  practice  of  the  teacher's  duue* 
Ere  clearly  explained  and  happily  combined.  The  style  is  easy  and  familiar,  nnd  th« 
|Qgge*tiou4  it  containo  are  plain,  practical,  and  to  the  point.  To  teachers  especially  )| 
Will  furnish  very  important  aid  in  discharging  the  duties  of  Jieir  high  and  respootftta 


A.    8.    BARNES    AND    COMPANY'S    PUBLICATIONS. 


Northend't   Teacher   and  Parent. 


A   MEW    VOLUME   FOR   THE    TEACHER'S    LIBRART. 

THE  TEACHER  AND  THE  PARENT: 

A.  Treatise  npon  Common-School  Education,  containing  Practical  Sojf- 
gestione  to  Teachers  and  Parents.  By  CHAHLES  NORTHEND,  A.  M, 
late,  and  for  many  years,  Principal  of  the  Epes  School,  Salem.  Now 
Superintendent  of  Public  Schools,  Danvers,  Mass. 


"We  may  anticipate  for  this  work  a  wide  circulation,  among  teachers  and  frlenda 
of  education.  The  extensive  and  high  reputation  of  its  author,  indeed,  will  becpeak 
for  it  more  than  pen  of  oars  can  do.  It  is  a  work  of  about  three  hundred  and 
twenty  pages,  in  good  size  type,  and  presents  a  very  pleasant  appearance  to  the  eye, 
as  well  as  the  work  noticed  on  the  preceding  page,  both  of  which,  for  their  neat 
appearance,  do  great  credit  to  the  enterprising  publishers. 

Mr.  Northend's  book  will  prove  interesting  to  all,  and  of  great  benefit  to  teach* 
era,  especially  as  a  chart  for  those  just  commencing  to  engage  in  the  profession. 
As  a  vade  mecum,  it  will  prove  a  very  pleasant  companion,  for  its  pagos  are  filled 
with  the  results  of  a  large  experience  presented  in  a  very  pleasing  form.  We  are 
glad  to  find  that  the  author,  in  furnishing  to  teachers  so  useful  a  work,  has  not 
neglected  the  suatitfr  in  nwdo,  and  has  here  and  there  thrown  in  a  pleasant  anec- 
dote, which  will  enliven  its  character,  anil  make  it  all  the  more  acceptable.  We 
ihall  have  frequent  occasion  to  refer  to  it  hereafter.  In  closing  this  short  notice, 
we  would  assure  our  readers  that  a  perusal  of  the  work  will  more  than  realize  to 
them  the  truth  of  all  we  have  attempted  to  say  in  its  favor.  Appended  to  the 
volume  will  be  found  a  catalogue  of  educational  works  suitable  for  the  teacher's 
library." — Matsachusetts  Teacher. 

"We  wish  that  this  interesting  and  readable  volume  may  find  a  place  in  every 
family,  and  we  are  certain  that  it  ought  to  be  on  the  shelf  of  every  school  library  In 
the  land."— Salem  Gazette. 

"It  presents  a  multitude  of  practical  hints,  which  cannot  fall  to  do  good  service  In 
enlightening  all  laborers  in  the  field  of  education."— Boston  Transcript. 

"We  unhesitatingly  commend  this  volume  of  sound,  practical,  common  sense  sug- 
gestions. Every  school  teacher  should  carefully  examine  its  pages,  and  he  will  not 
(til — be  cannot  help  receiving — invaluable  aid  therefrom." — Boston  Atlas. 

"We  have  examined  this  work  with  care,  and  cheerfully  commend  it  to  parent* 
and  teachers.  It  abounds  in  judicious  advice  and  sound  reasoning,  and  cannot  fail  to 
Impart  ideas  in  the  education  of  children  which  may  be  acted  upon  with  the  moet 
beneficial  results." — Boston  Mercantile  Journal. 

•"Kits  l§  an  Intelligible,  practical,  and  most  excellent  treatise.  The  book  to 
enlivened  with  numerous  anecdotes  which  serve  to  clinch  the  good  advice  given,  M 
well  as  to  keep  awake  the  attention  of  the  advised."— Bv*ton  Traveller. 

"TnU  is  a  sterling  work  of  great  value.    It  should  be  in  every  family. 
v»  need  jut  tucb  a  work."— Bo*to*  OU*t  Sranck 


_^..^v       A-  ••  BARNES  <b  COMPAKFS  PUBLICATIONS. 
Jfantfield   on   American    Education. 

AMERICAN     EDUCATIONS 
ITS    PRINCIPLES   AND    ELEMENTS. 

DEDICATED  TO   THE   TEACHERS   OP   THE   UNITED   ST/TU 

BY  EDWABD  D.  MANSFIELD, 
Author  of  "Political  Grammar,"  etc. 

Thia  work  is  suggestive  of  principles,  and  not  intended  to  point  or*  A 
course  of  studies.  Its  aim  is  to  excite  attention  to  what  should  be  the 
elements  of  an  American  education ;  or,  in  other  words,  what  are  the 
ideas  connected  with  a  repubb'can  and  Christian  education  in  this  period 
of  rapid  development. 

"The  author  could  not  have  applied  his  pen  to  the  production  of  a  book  upon  a 
subject  of  more  importance  than  the  one  he  has  chosen.  We  have  had  occasion  to 
notice  one  or  two  new  works  on  education  recently,  which  indicate  that  the  attention 
of  authors  is  being  directed  toward  that  subject.  We  trust  that  those  who  occupy  the 
proud  position  of  teachers  of  American  youth  will  find  much  in  these  works,  which  are 
a  sort  of  interchange  of  opinion,  to  assist  them  in  the  discharge  of  their  responsible  duties. 

'•The  author  of  the  work  before  us  does  not  point  out  arty  particular  course  of  studies 
to  be  pursued,  bat  confines  himself  to  the  consideration  of  the  principles  which  should 
govern  teachers.  His  views  upon  the  elementa  of  an  American  education,  «nd  its 
bearings  upon  our  institutions,  are  sound,  and  worthy  the  attention  of  those  to  whom 
they  are  particularly  addressed.  We  commend  the  work  to  teachers." — Rochester 
Daily  Advertiser.  

"  We  have  examined  it  with  some  care,  and  are  delighted  with  it.  It  discusses  the 
whole  subject  of  American  education,  and  presents  views  at  orce  enlarged  and  compre- 
hensive ;  it,  in  fact,  covers  the  whole  ground.  It  is  high-toned  in  its  moral  ana 
religious  bearing,  and  points  out  to  the  student  the  way  in  which  to  be  A  MAN.  It 
•hould  be  in  every  public  and  private  library  in  the  country." — Jackson  Patriot. 


"  It  is  an  elevated,  dignified  work  of  a  philosopher,  who  has  written  a  book  on  tho 
subject  of  education,  which  is  an  acquisition  of  great  value  to  all  classes  of  our 
countrymen.  It  can  be  read  with  interest  and  profit,  by  the  old  and  young,  the 
educated  and  unlearned.  We  hail  it  in  this  era  of  superficial  and  ephemeral  litera- 
ture, a!*  the  precursor  of  a  better  future.  It  discusses  a  momentous  subject ;  bringing 
to  bear,  in  its  examination,  the  deep  and  labored  thought  of  a  comprehensive  mind. 
We  hope  its  sentiments  may  be  diffused  as  freely  and  as  widely  throughout  our  land 
W  the  air  we  breathe." — Kalamazuo  Gazette. 

"Important  and  comprehensive  as  is  the  title  of  this  work,  we  assure  our  readers  It 
IB  no  misnomer.  A  wide  gap  in  the  bulwark  of  this  age  and  this  country  is  greatly 
lessened  by  this  excellent  book.  In  the  first  place,  the  news  of  the  author  on  educa- 
tion, irrespective  of  time  and  place,  are  of  the  highest  order,  contrasting  strongly  with 
the  groveling,  time-seeking  views  so  plausible  and  so  popular  at  the  present  day. 
A  leading  purpose  of  the  author  is,  as  he  says  in  the  preface,  '  to  turn  the  thoughts  of 
those  engaged  in  the  direction  of  youth  to  the  fact,  that  it  is  the  entire  soul,  in  all  its 
fcculties,  which  needs  education.' 

"The  view*  of  the  author  are  eminently  philosophical,  and  he  does  not  pretend  to 
enter  into  the  details  of  teaching:  but  his  is  a  practical  philosophy,  having  to  do  with 
Urine,  abiding  truths,  and  does  not  sneer  at  utility,  though  it  demands  a  utility  that 
take*  hold  of  the  spiritual  put  of  man,  and  reaches  into  his  immortality."— 


A.  6.  BARNES  It  COMPANY'S  PUBLICATION!. 
De  Tocqueville' a  American   Institution*. 

AMERICAN    INSTITUTIONS    AND    THEIR    INFLUENCE. 

BY  ALEXIS  DE  TOCQUEVILLE. 
WITH  NOTES,  BY  HON.  JOHN  C.  SPENCER. 1  vol.  8vo. 

This  book  is  the  first  part  of  De  Tocqueville's  larger  work,  on  the  Repibllo  ol 
America,  and  is  one  of  the  moat  valuable  treatises  on  American  politics  that  baa  ever 
been  issued,  and  should  be  in  every  library  in  the  land.  The  views  of  a  liberal- 
Biaded  and  enligh tuned  European  statesman  upon  the  working  of  our  country's  social 
•ad  political  establishments,  are  worthy  of  attentive  perusal  at  all  times;  those  of  a  maa 
tike  De  Tucqueville  have  a  higher  intrinsic  value,  from  the  fact  of  his  residence  among* 
tba  people  he  describes,  and  his  after  position  as  a  part  of  the  republican  government 
of  France.  The  work  is  enriched  likewise  with  a  preface,  and  carefully  prepared  notes, 
by  a  well-known  American  statesman  and  lato  Secretary  of  the  Navy.  The  book  is  on* 
of  great  weight  and  interest,  and  is  admirably  adapted  for  the  district  and  school  library 
aa  well  as  that  of  the  private  student.  It  traces  the  origin  of  the  Anglo-American* 
treats  of  their  social  condition,  its  essential  democracy  and  political  consequences,  ih* 
sovereignty  of  the  people,  etc.  It  also  embraces  the  author's  views  on  the  Americas 
system  of  townships,  counties,  &c. ;  federal  and  state  powers ;  the  judiciary  ;  the  COD 
atitution  ;  parties ;  the  press ;  American  society  ;  power  of  the  majority,  its  tyrannj 
and  the  causes  which  mitigate  it;  trial  by  jury;  religion;  the  three  races;  the  ariste- 
erotic  party ;  causes  of  American  commercial  prosperity,  etc.,  etc.  The  work  is  aa 
epitome  of  the  entire  political  and  social  condition  of  the  United  States. 

UM.  De  Tocqueville  was  the  first  foreign  author  who  comprehended  the  genius  of 
our  institutions,  and  who  made  intelligible  to  Europeans  the  complicated  machinery. 
wheel  within  wheel,  of  the  state  and  federal  governments.  His  'Democracy  ic 
America'  is  acknowledged  to  be  the  most  profound  and  philosophical  work  upot 
modern  republicanism  that  has  yet  appeared.  It  is  characterized  by  a  rare  union  of 
discernment,  reflection,  and  candor ;  and  though  occasionally  linged  with  the  authorV 
peculiarities  of  education  and  faith,  it  may  be  accepted  as  in  the  main  a  just  and  in> 
partial  criticism  upon  the  social  and  political  features  of  the  United  States.  The  pub> 
fishers  have  now  sought  to  adapt  it  as  a  text-book  for  higher  seminaries  of  learning 
For  this  purpose  they  have  published  the  first  volume  as  an  independent  work,  in  at 
avoiding  ihe  author's  speculations  upon  our  social  habits  and  religious  condition.  Thw 
volume,  however,  is  unmutilated — the  author  is  left  throughout  to  speak  for  himself ;  bin 
Where  at  any  point  he  bad  misapprehended  our  system,  the  defect  is  supplied  by  nottt 
or  paragraphs  in  brackets  from  the  pen  of  one  most  thoroughly  versed  in  the  history 
the  legislation,  the  administration,  and  the  jurisprudence  of  our  country.  This  work 
will  supply  a  felt  deficiency  in  the  educational  apparatus  of  our  higher  schools.  Ever/ 
man  who  pretends  to  a  good,  and  much  more  to  a  liberal  education,  should  master  th? 
principles  and  philosophy  of  the  institutions  of  his  country.  In  the  bands  of  a  judicioia 
teacher,  this  volume  will  be  an  admirable  text-book." — The  Independent, 

'"  Having  had  the  honor  of  a  personal  acquaintance  with  M.  De  Tocqueville  while  b* 
was  in  this  country ;  having  discussed  with  him  many  of  the  topics  treated  of  in  lh» 
book;  having  entered  deeply  into  the  feelings  and  sentiments  which  guided  and  in> 
polled  him  in  his  task,  and  having  formed  a  high  admiration  of  his  character  and  of 
this  production,  the  editor  felt  under  some  obligation  to  aid  in  procuring  for  one  who* 
he  ventures  to  call  his  friend,  a  bearing  from  those  who  were  the  objects  of  his  ob> 
eervations.'  The  notes  of  Mr.  Spencer  will  be  found  to  elucidate  occasional  miscci* 
ceplious  of  the  translator.  It  is  a  most  judicious  text-book,  and  ought  to  be  read 
carefully  by  all  who  wish  to  know  this  country,  and  to  trace  its  power,  position,  an< 
•Itimale  destiny  from  the  true  source  of  philosophic  government,  Republicanism — Ctae 
people.  De  Tocqueville,  believing  the  destinies  ol' civilization  to  depend  on  the  power 
of  the  people  and  on  the  principle  which  so  grandly  founded  an  exponent  on  this  oos> 
tin-nu  analyzes  with  jealous  care  and  peculiar  critical  acumen  the  tendencies  of  the 
new  Democracy,  and  candidly  gives  bis  approval  of  the  new-born  giant,  or  point* 
out  and  warns  him  of  dangers  which  his  faithful  and  independent  philosophy  foresee*. 
We  believe  the  perusal  of  his  observations  will  have  the  effect  of  enhancing  still  more 
to  fcia  American  readers  the  structure  of  their  government,  bf  the  clear  and  protean* 
K»*e  is  Which  be  present*  il,n—^mtriean  flvtit*. 


iet'  System  of  Mathcmatict. 


DAVIES'  LOGIC  OF  MATHEMATICS. 

Ibe  Logic  and  Utility  of  Mathematics,  with  the  best  methods  of  Inairu* 
tion,  explained  and  illustrated.    By  CHARLES  DAVIDS,  L.  L.  D. 

'•  One  of  the  most  remarkable  books  of  the  month,  is  '  The  Logic  and  Utility  of 
Mathematics,  by  Charles  Davies,  L.  L.  1).,'  published  by  Barnes  &  Co.  It  is  not  in- 
tended as  a  treatise  on  any  special  branch  of  mathematical  science,  and  demands  foi 
its  full  appreciation  a  general  acquaintance  with  the  leading  methods  and  routine  of 
mathematical  investigation.  To  tho  e  who  have  a  natural  fondness  tor  this  pursuit 
fend  enjoy  the  leisure  for  a  retrospect  of  their  fivorite  studies,  the  present  volume  will 
possess  a  c  ha  mi,  not  surpassed  by  the  lascinations  of  a  romance.  It  is  an  elaborate 
and  lucid  exposition  of  the  principles  which  lie  at  the  foundation  of  pure  mathematics, 
with  a  highly  ingenious  application  of  their  results  to  the  development  of  the  essen- 
tial idea  of  Arithmetic,  Geometry,  Algebra,  Analytic  Geometry,  and  the  Ditierential 
and  Integral  Ca.lc.ulus.  The  work  is  preceded  by  a  general  view  of  the  subject  of  Logic, 
mainly  drawn  from  the  writings  of  Archbishop  Whutelyand  Mr.  Mill,  and  closes  with 
an  essay  on  the  utility  of  mathematics.  Some  occasional  exaggerations,  in  presenting 
the  claims  of  the  science  to  which  his  life  has  been  devoted,  inust  here  be  pardoned 
to  the  professional  enthusiasm  of  the  author.  In  general,  the  work  is  wriiten  with 
singular  circumspection  ;  the  views  of  the  best  thinkers  on  the  subject  have  been 
thoroughly  digested,  and  are  presented  in  an  original  form  ;  every  thing  bears  the  im- 
press of  the  intellect  of  the  writer ;  his  style  is  for  the  most  part  chaste,  simple,  trans- 
parent, and  in  admirable  harmony  with  the  dignity  of  the  subject,  and  his  condensed 
generalizations  are  oi'ten  profound  ai.d  always  suggestive." — Harper's  JVeio  .VunMj 
Magazine. 

"  This  work  Is  not  merely  a  mathematical  treatise  to  be  used  as  a  text  book,  but  a 
complete  and  philosophical  unfolding  of  the  principles  and  truths  of  mathematical 
science. 

"  It  is  not  only  designed  for  professional  teachers,  professional  men,  and  students  of 
mathematics  and  philosophy,  but  for  the  general  reader  who  desires  mental  improve- 
ment, and  would  learn  to  search  out  the  import  of  language,  and  acquire  a  habit  of 
noting  of  connexion  between  ideas  and  their  signs ;  also,  of  the  relation  of  ideas  to 
each  other.—  The  Student. 

"  Students  of  the  Science  will  find  this  volume  fall  of  useful  and  deeply  interesting 
•atter." — Albany  Evening  Journal. 

"  Seldom  have  we  opened  a  bonk  so  attractive  as  this  in  Us  typography  and  style  ot 
execution  ;  and  there  is  besides,  on  the  margin  opposite  each  section,  an  index  of  the 
subject  of  which  it  treats — a  great  convenience  to  the  student.  But  the  matter  is  no 
less  to  be  commended  than  the  manner.  And  we  are  very  much  mi-taken  if  Ibis  work 
(hall  not  prove  more  popular  and  more  useful  than  any  which  the  distinguished  author 
has  given  to  the  public.'' — Lutheran  Observer. 

"  We  have  been  much  interested  both  in  the  plan  and  in  the  execution  of  the  work, 
and  would  recommend  the  study  of  it  to  the  theologian  as  a  discipline  in  close  and 
Mvurate  thinking,  and  in  logical  method  and  reasoning,  (t  will  be  useful,  al.-o.  to  the 
general  scholar  and  to  the  practical  mechanic.  We  would  specially  recommend  it  te 
those  who  would  have  nothing  taught  in  our  Free  Academy  and  other  higher  instit* 
tton'butvvh.it  is  directly  'practical':  nowhere  have  we  seen  a  finer  illustration  «i* 
the  connection  between  the  abstractly  scientific  and  the  practical. 

'•The  work  is  divided  into  three  books;  the  first  of  which  treats  of  Logic,  mainly 
anon  the  basis  of  Wlmtely;  the  second,  of  Mathematical  Science;  and  the  third,  rf  the 
Utility  of  Mathematics."— Independent. 

"The  authors  style  is  perspicuous  and  concise,  and  he  exhibits  a  mastery  of  the 
abstruse  topics  which  be  attempts  to  simplify.  For  the  mathematical  student,  wh» 
desires  an  analytical  knowledge  of  the  science,  and  who  would  hi-irin  at  the  beginning 
we  should  supi>ose  the  work  would  have  a  special  utility.  Prof.  Davies'  mathemati- 
cal work.s,  we  believe,  have  become  quite  popular  with  educators,  and  this  disclose* 
%uite  as  much  reasearcb  and  practical  scholarship  a*  any  we  b.av»  teen  from  lti»  DM/ 


PUBLISHERS'  ADVERTISEMENT. 


THB  Friends  of  Education  are  invited  to  the  perusal  of  this  new  Cata- 
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1.  Parker  anb  toatson's  Series  of  National  Beabers. 

In  5  Nos.    In  press. 

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4.  Smiths  (to.  to.)  HJefiner's  ittannal;  being  a  School 

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8 


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tory :  by  Rev.  J.  R.  Boyd.    $1  25.    School  Ed.,  75  cts. 

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National  Series  of  Standard  School  Books, 

A  COURSE  OF  MATHEMATICS, 

BY  CHARLES  DAVIES,  LL.D. 



* 

This  COURSE,  combining  all  that  is  most  valuable  in  the  various  method* 
of  European  instruction,  improved  and  matured  by  the  suggestions  of 
nearly  forty  years'  experience,  now  forms  the  only  complete  consecutive 
Course  of  Mathematics.  Its  methods,  harmonizing  as  the  works  of  one 
mhid,  carry  the  student  onward  by  the  same  analogies  and  the  same  laws 
of  association,  and  are  calculated  to  impart  a  comprehensive  knowledge  of 
the  science,  combining  clearness  in  the  several  branches,  and  unity  and 
proportion  in  the  whole.  Being  the  system  so  long  in  use  at  West  Point, 
aud  through  which  so  many  men  eminent  for  their  scientific  attainments 
have  passed,  it  may  be  justly  regarded  as  our  NATIONAL  STSTEM  OF  MATHB- 


1.  UD  curies'  JJrimarg  QUittymetic :   containing  the  Oral 

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Number  of  Practical  Examples.     25  eta. 

4.  SD  curies'  Arithmetic,  Designed  for  the  use  of  Schools  and 

Academies.     Kevised  Ed.  45  cts. 

Srg  to  Oabt'r  9'  £ci)ool  3riHjnu tic  for  Cracfit r».    45  Cts. 

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of  Numbers,  and  their  numerous  Applications.   75  cts. 
erg  to  Sabira'  Hnibmitg  arithmetic  for  gtacftm.    50  cts. 

6.  CD  curies*  ©Umentarg  3Ugebra,  Being  an  Introduction 

to  the  Science,  aud  forming  a  connecting  link  between  ABTTHMETIO 
and  ALGEBRA.  75  cts. 

«t B  to  ©afafes'  ISItmtntarg  aigtbra  for  Etac&trjj.  50  cts. 

7.  JUames'  Elements  of  ©eometrg  anb  SCrigonomctrB, 

with  APPLICATIONS  IN  MENSURATION.  This  work  embraces  the  el» 
nientary  principles  of  Geometry  and  Trigonometry.  The  reasoning 
is  plain  and  concise,  but  at  the  same  time  strictly  rigorous.  New  *nd 
Enlarged  Edition  $1.00. . 

i 


Published  by  A.  S.  Barnes  &  Co.,  New   York. 

8.  Dames'  practical  iflatljematics  for  practical  £\en, 

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and  Logarithms,  with  Applications  to  the  Mechanic  Arts.  Now 
Edition.  $1.00. 

9.  Dames'    Sonrbon's    QUgebra,    including    STURM'S 

THEOREM;  being  an  abridgment  of  the  Work  of  M.  BOURDON,  with 
the  addition  of  Practical  Examples.  New  Edition.  $1.50. 

lUg  to  Dairies'  Uourtm's  3Icjci>ra.     $1.50. 

10.  Dames'  Cegenbre's  <0>eometr|),  from  the  works  of  A. 

M.  LEOENDRE,  with  the  addition  of  a  Treatise  on  MENSURATION  o» 
PLANES  AND  SOLIDS,  and  a  table  of  LOGARITHMS  and  LOGARITHMS 
SINES.  New  Edition.  $1.50. 

U.  Dames'  SttTDejung,  with  a  Description  and  Plates  of 
the  THEODOLITE,  COMPASS,  PLANE-TABLE,  and  LEVEL  ;  also,  Maps  of 
the  TOPOGRAPHICAL  SIGNS  adopted  by  the  Engineer  Department — an 
explanation  of  the  method  of  Surveying  the  Public  Lands,  Geodesic 
and  Maritime  Surveying,  and  an  Elementary  Treatise  on  NAVIGATION. 
$1.50. 

12.  Dames'  2Utal£tical  Ocotnctrg,  Embracing  the  EQUA- 

TIONS OF  THE  POINT  AND  STRAIGHT   LlNB — OF  THE  CoNIO  SECTIONS — 01 

THE  LINE  AND  PLANE  IN  SPACE  ;  also,  the  discussion  of  the  GENERAL 
EQUATION  of  the  second  degree,  and  of  SURFACES  of  the  second  order. 
$1.50. 

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to  SPHERICAL  PROJECTIONS.     $2.00. 

14  Dames'  0h.abes,  Sh.abotos,  anb  Cinear  Perspective, 

Designed  to  show,  with  mathematical  accuracy,  the  Lines  ofSha-l* 
and  Shadow  on  a  complicated  building— which  parts  to  be  darkened 
and  which  to  be  made  light  in  the  drawing  of  it.  $2.50. 

16.  Dames'   (Elements  of  Differential  anb  Integral 

CalcnltlS.      The    most    difficult   branch   of   the   pure 

Mathematics.     $1.50. 

10.  Dames'  Cojjic  anb  Htilitn  of  mathematics,  with  the 

best  methods  of  instruction  explained  and  illustrated.  A  book  for 
Teachers  and  Normal  Schools.  $1.25. 

17.  Dames  anb  fleck's  mathematical  Dictionarg  anb 

Cgdopebia  OF  MATHEMATICAL  SCIENCE  :  Comprising 
Definitions  of  all  the  terms  employed  in  Mathematics — an  AnalysU 
of  each  branch,  and  of  the  whole — e«  forming  a  single  science.  2.5* 

1 


National  Series  of  Standard  School  Books, 


PROFESSOR  CHURCH'S  MATHEMATICS. 
i.  OTIjardj's  (Albert  <E.)  ©lements  of  Calculus.    (DIF- 

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2.  Cl)urcl)'0    (Elements    of    Qlnalstical    <8>eometrf). 

Price  $2.00. 

Text-Books  of  the  U.  S.  Military  Academy,  at  West  Point. 


HACKLEY'S  TRIGONOMETRY. 

1.  ^ackles's   (fJrof.    <£.    §.)    JHane    ana    Spherical 

<£  viciOttOIUClvn,  with  its  Application  to  Navigation  and 
Surveying  —  Nautical  and  Practical  Astronomy,  and  Geodesy. 
Price  $2.50. 

The  Text-Book  in  Columbia  College,  New  York. 


COURTENAY'S  CALCULUS. 
1.  (Elements  of  ^Differential  ana  Integral  CTalcnlns, 

by  EDWARD  H.  COUBTENAY,  late  Professor  of  Mathematics  at  th« 
University  of  Virginia.    Price  $2.50. 

The  Text-Book  in  the  University  of  Virginia. 


REUCK'S  EXAMPLES  IN  ARITHMETIC. 

1.  Ueuck's  practical  ©samples  in  Denominate  Num- 

bers. 

2.  Renck's  practical  (Examples  in  Qlritljmetic.    D«- 

eigned  for  Schools.    Price  50  cents. 
The  Text-Book  in  the  Ward  Schools  of  New  York  City. 
3 


Published  by  A.  S.  Barnes  &  Cb.,  New  York. 


NATURAL  PHILOSOPHY  AND  CIVIL  ENGINEERING. 

1.  Barker's  (8.   ©.)  Intjenile  .fJljilosojil)!},  Part  I, 

Designed  to  teach  Children  to  Think.    25  cts. 

2.  Barker's  JTntJenile  JJfyilosophg,  Part  II,  or,  FIRST 

LESSONS  IN  NATURAL  PHILOSOPHY,  designed  as  an  Introduction  to  the 
School  Compendium.  37i  cts. 

3.  fjarker's  OTompenbinm  of  Natural  anb    ©^en- 

mental  J)l)iloSOJ]l)J!,  Embracing  the  Elementary 
Principles  of  Mechanics  Hydrostatics,  Hydraulics,  Pneumatics, 
Acoustics,  Pyronomics,  Optics,  Electricity,  Galvanism,  Magnetism, 
Electro-Magnetic  Electricity  and  Astronomy;  also  a  description  of 
the  Steam  and  Locomotive  Engines,  and  of  the  Electro-Magnetio 
Telegraph.  New  Edition,  enlarged  and  improved.  $1.00. 

4.  Chambers'  Jntrobnction  to  tl)e  Sciences.   Presenting 

a  systematic  view  of  Nature.    50  cts. 

5.  (Cambers'    Natural    f)l)iloSOph.B.     Embracing   Laws 

of  Matter  and  Motion,  Mechanics,  Hydrostatics,  Hydraulics,  and 
Pneumatics.  75  cts. 

o.  Ulcf  ntire's  ^stronomp  anb  the  <E>lobes,  Designed  for 

the  use  of  High  Schools  and  Academies.     $1.00. 

7.  Sartlett's  (fJrof.  to.  $.  (L)  Elements  of  ^fUecljanics, 

Designed  for  Colleges  and  Universities.    $8.00. 

8.  jBartlett's    (Elements   of  Acoustics   anb  (Duties, 

Designed  for  Colleges  and  Universities.     $2.00. 

9.  JJartiett's  2tnalBtical  iHecljamcs.   (A  text-book  in  the 

United  States  Military  Academy.)    $4.00. 

10.  Bartlett's  (Elements  of  &stronom2.    This  work  is 

the  most  complete  of  any  published  in  the  United  States.  $8.00. 

11.  GJilleSpie's    (|)rof.    (D.    iU.,    OF   UNION   COLLEGE,) 

iflannal  of  ikoab-lttaking,  Comprising  the  Location, 
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Paved,  Plank,  &c.)  and  Railroads.  The  most  complete  work  before 
th«  public.  $1.50. 


National  Series  of  Standard  School  Books, 


CHEMISTEY  AND  GEOLOGY. 

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Designed  for  Elementary  Instruction.    75  cts. 

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cal (Styemistrj),  for  Schools  and  Academies.    $1.00. 

3.  <B>regorj]'s    Organic   anb   Inorganic  Cl)emistrj|. 

Designed  for  Students  in  Colleges.    2  vols.    $3.00. 

4.  Page's  (Elements  of  ®>eologs,  Designed  for  Academies 

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For  Juvenile  Students.    80  cts. 

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5.  Chambers'  Elements  of  goologs,  a  work  of  high 

merit  for  schools.     $1.CO. 


BOOKKEEPING,    PENMANSHIP,    AND    DRAWING. 

1.  Fulton  anb  ©astman's  jBookkeeping.    A  Practical 

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J3ooMut}iincs  I'lanfss,  llulrt  to  (Conform  to  JTulton  anti  Eastman's  £ji*tnn, 
In  Six  Nos.    75  cts.  per  set. 

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any  flourishes  or  stiffness.    12t  cts.  per  No. 
10 


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3.  JTnlton  an&  (Eastman's  Ch.irograph.ic  Charts,  in  2 

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and  improvement.    $4.00. 

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Giving  the  principles  of  Penmanship.    *6  cts. 

5.  Clark's  (Elements  of  UJraruing,  Embracing  the  prin 

ciples  of  the  subject.    60  cts. 


MUSIC  FOR  SCHOOLS,  F    BELIES,  AND  CHURCHES. 

1.  tungsten's  (<B>eorge)  jfmjenile  Cljoir,  Embracing  the 

most  popular  and  favoritt?  pieces  for  the  young.    45  cts. 

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A  collection  of  hymns  and  pieces,  to  which  the  various  tunes  now 
published  and  sung  are  adapted.     871  cts. 

4.  (EljeetJer's  (Bet).  (5eo.  S.)  Christian  ittelobies.    A 

Hymn  and  Tune  Book,  for  Worship  in  Schools,  Families,  and  th» 
Lecture  Boom.    50  cts. 

8.  0abbatl)~  School  ©ems.     A  book  for  Sabbath-Schools  : 

By  J.  &  A.  CRUIKSOANZ.    87  i  cts. 

6.  Curtis  anb  Naslj's  School  Vocalist.    Designed  for 

popular  use.  75.  cts. 

T.  (Il)e  ©riole,  by  MATTHEWS  <fe  ZUNDKL.  A  Collection  of 
Juvenile  Hymns  and  Tunes.  121  cts. 

8  JJlnmontl)  Collection,  by  REV.  HENRY  WARD  BEKCHER. 
A  Collection  of  about  Eleven  Hundred  Hymns,  nnd  Two  Hundred 
Tunes;  including  Standard  Hymns  hitherto  used  in  Evangelical 
Churches,  and  Hymns  for  all  the  uses  which  the  present  enterprise* 
of  the  Ch  urch  require.  (  1  .50. 

9.  ®l)e  0elal)  :   a  new  Church  Music  Book.     By  THOMAS 

HASTINGS.    Price  871  cents. 

11 


National  Series  of  Standard  School  Hooks, 


GREEK  AND  LATIN  CLASSICS. 

This  Series  of  the  Greek  and  Latin  Classics,  by  N.  C.  Brooks,  of  Balti 
more,  is  on  an  improved  plan,  with  peculiar  adaptation  to  the  wants  cf  the 
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3.  Brook0'0  Catitt  (Grammar.    (In  press.) 

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sists of  portions  of  the  four  Gospels  in  Greek,  arranged  in  Chrono 
logical  order.  12mo.  50  cts. 


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The  Publishers  propose  to  add  to  this  Library,  from  time  to  time,  volumes 
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Common-School    Education,   containing   Pjactical    Suggestions    tc 
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many  years  Principal,  of  theEpes  School,  Salem  :  now  Superintend- 
ent of  Public  Schools,  Danvers,  Mass.     $1.25. 
12 


Published  by  A.  S.  Barnes  <t  Co.,  New  York. 

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Hon.  IBA  MAYHEW.    $1.25. 

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page  Is  full  of  glowing  thoughts,  sublime  truths,  pure  morals,  and  beautiful 
aphorisms.  It  Is  a  book  that  will  nev«r  be  out  of  date."— Pilttburg  Morning 
Fed 

18 


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—  Washington  Republic. 

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"  It  is  the  most  instructive  work  on  California  we  have  seen."  —  Com.  Ada. 

6.   ColtOtt's  Sea  anb  Sailor;  or,  NOTES  ON  FRANCE,  ITALY, 

AND   OTHER  SKETCHES,  FROM  THE  WRITINGS  OF  KEY.  WALTER  CoLTON, 

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or,  HEART  OF  THE  PACIFIC  AS  IT  WAS  AND  Is.  "  As  a  picture  of  the 
Sandwich  Islands  of  the  present  day,  we  have  nothing  more  com- 
plete than  this  volume."  $1.25. 

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CleavcJand  Herald. 

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FROM  HIS  BOYHOOD  TO  HIS  DEATH.     3  vols.,  8vo 


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the  most  complete,  graphic,  accurate,  and  satisfactory."—  Jf.  0.  Bee. 

"  This  work  is  an  enduring  monument  of  the  great  American  Statesman.  '— 
A',  r.  Evening  Mirror. 


10.  Colton's  £ast  Seoen  f)ears  in  tlje  £ifc  of 

Clan,  being  the  Third  Volume  of  the  Life  and  Times  of 
Bonry  Clay.    Price  $2.00. 
14 


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10  Clan>  Cetters  anb  Corresponbence,  Collected  and 

arranged  under  the  sanction  of  the  surviving:  members  of  Mr.  Clay's 
family  :  hy  IJEV.  CALVIN  COLTON,  LL.D.  $2.00. 

11  Clajl's  GjJCcd)C5.     A  carefully  arranged  volume,  con- 

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is,  £)e  (£ocqnemlle's  EDemocracs   in  America.    The 

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tutions Reviewed  and  Examined  :  by  Alexis  De  Tocqueville,  mem- 
ber of  the  Institute  of  France,  and  the  Chamber  of  Deputies,  &c.  $2.00. 

"  M.  Da  Tocqueville  was  the  first  foreign  author  who  comprehended  the 
genius  of  our  institutions,  and  who  made  intelligible  to  Europeans  the  compli- 
cated machinery,  wheel  within  wheel,  of  the  state  and  federal  government*. 
His  '  Democracy  in  America'  Is  acknowledged  to  be  the  most  profound  and 
philosophical  work  upon  modern  republicanism  that  has  yet  appeared.  It  if 
characterized  by  a  rare  nnion  of  discernment,  reflection,  and  candor  ;  and 
though  occasionally  tinged  with  the  author's  peculiarities  of  education  and 
faith,  it  may  be  accepted  as  iu  the  main  a  just  and  impartial  criticism  upon  tha 
social  and  political  features  of  the  United  States."—  Independent. 


14.  Oorigfjt's  (N.)  £i»es  of  th.e  Signers  of  th.e 

ration  of  Jhlbepenbence.  It  is  believed  that  a  gen- 
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Declaration  of  Independence,  would  at  all  times  be  considered  as 
desirable  by  the  young  and  rising  generations  of  the  Union.  75  cts. 

15.  ©olton's  (ttet).  Cabin)  flnblic  (Eronomt)  of  tfje 

Unilcb  States,  Containing  a  full  discussion  of  tha 
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87*  eta. 

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IT.  £nbn  tjJillongljbj}  ;  or,  PASSAGES  FROM  THE  DIARY  OF 
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"  This  Diary  purports  to  have  been  written  In  the  stirring  times  of  Charles 
the  Flrirt  and  Ollrer  Cromwell,  bnt  the  allusions  to  public  events  are  merely 
Incidental  to  the  portraiture  of  I/ady  Willouuhby'n  domestic  life.  Her  picture 
Of  the  little  palnn  and  trials  which  are  mixed  up  with  the  joys  that  surround  the 
fireside  is  perfect,  and  no  one  can  fail  to  derive  benefit  from  It*  examination.  In 
the  very  flrrt  chapter  we  are  charmed  with  her  simplicity,  her  piety,  and  UTM 
womanly  feeling,  and  learn  to  reverence  the  fictitious  diarist  at  a  model  for  tbe 
wUe  acrd  mother  of  tie  nineteenth,  crotory."—  /Tmeor*  Dotty  Aivvrtu*' 

18 


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treats.  It  is  abridged  from  the  larger  edition,  but  contains  all  that 
is  important  to  the  general  reader  and  the  Biblical  scholar.  $1.50. 

3.  Silliman's  (fJrof.  Senjamin)  fcisit  to  (Europe,  in 

2  vols.,  12mo.    $2.00. 

4.  Spencer's  l&ravels  in  (frjBP1  &n&  lh-e  $0lS  Can***  "* 

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THEIB  INSTITUTIONS:  by  EDWARD  JERRMANN.  Translated  from  the 
original  German,  by  FREDERICK  HARDMAN.  60  cts. 

6.  fftscljttors  Sraoels  in  JJertt,  on  the  Coast  —  in  the 

Sierra  —  Across  the  Cordilleras  and  the  Andes,  into  the  Primeval 
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JJernman  &ntiqttities,  Translated  by  FRAN- 
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7.  HngetDitter'0   Cnrope  —  PAST  AND  PRESENT.     A  com- 

prehensive view  of  European  Geography  and  History,  with  an  index 
of  10,000  names.    1  vol.,  8vo.    $2.00. 

8.  ©sborne'0  Arctic  Jkrnrnal,  or  EIGHTEEN  MONTHS  IN 

THE  POLAR  EEQIONS,  in  search  of  Franklin.     60  cts. 

9.  ittontagne's  Selections  from  Sailor,  Booker,  jBar- 

rotD^  &c.      This  volume  contains  choice  extracts  from 
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